| The effects of input-based and output-based tasks on Iranian EFL learners’ vocabulary recall and retention |
| کد مقاله : 1082-CNF |
| نویسندگان |
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زهره دهاقانی نیکو، امیر سرکشیکیان *، نرجس اشعری تبار گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد قم، قم، ایران |
| چکیده مقاله |
| While the notion of input-based tasks in L2 acquisition have been in the spotlight of attention in the past decades, language output and output-based tasks have not received due attention on the part of SLA researchers. This study examined the effects of two conditions of input-based and output-based tasks on Iranian EFL learners’ vocabulary recall and retention. For the purpose of this study, a non-random sample of one hundred Iranian high school students, aged 13-14, participated in this study during six weeks of instruction. They were assigned to three separate classes (i.e., input-based, production based, and control group). Four tests were used for measuring learners’ comprehension (i.e., a listen-and-categorize and multiple-choice tests) and production (i.e., discrete-item production test and same/different test) of target vocabulary items. In the input-based group, the learners listened to the stories from graded readers. At the same time, the teacher wrote any unfamiliar words on the whiteboard (Nation, 2000). Moreover, they did a listening bingo picture bingo. They were requested to choose nine cards out of ten and lay them in front of them. When the teacher pronounced a word, they were supposed to turn its card face down (Shintani, 2012). In the output-based class, the learners did story-retelling tasks on the reading passages to encourage retrieval of the target words (Nation, 2000). Moreover, asked to do production bingo game, a participant picked up a card from his/her and showed it to the other participants. Then, the rest of the class named it chorally and turned over the same card from their own set (Shintani, 2012). The results of Kruskal-Wallis tests revealed that only the vocabulary retention of the output-based group was significantly different from that of the control group on the delayed posttest. The findings have practical implications for teachers and materials developers. |
| کلیدواژه ها |
| EFL, input-based tasks, output-based tasks, vocabulary acquisition |
| وضعیت: چکیده برای ارائه پذیرفته شده است |