Task-based Instruction and Vocabulary Learning: A Comparative Study of Jigsaw and Information Gap Tasks on Vocabulary Learning

Hooshang Khoshsima, Amin Saed

Abstract


This study investigated Iranian intermediate EFL learners’ vocabulary learning within the paradigm of Task Based Language Teaching through instructing jigsaw and information-gap tasks. To this end, 60 intermediate EFL learners were selected. They were all female and their age range was between 16-17 years old. Then the experimental groups in which one group with the use of jigsaw and one with information-gap received task based instruction for one session each week for five weeks, while the control group experienced the same amount of instruction as ordinary classes. At the end of the study, all subjects were assigned a 50-item multiple choice vocabulary test. A one-way ANOVA was used to analyze the data. The results indicated that TBI had a significant effect (p=.000< .05) on promoting vocabulary knowledge of Iranian intermediate EFL learners; there existed a significant difference between the experimental groups’ performances in the assigned tests, as well. The main pedagogical implication of this study is for teachers in that by involving learners in task completion and enjoying the process, learners can improve their vocabulary knowledge and accordingly their language proficiency.

 


Keywords


Task-based instruction, information-gap, jigsaw task, implicit learning, explicit learning

Full Text:

PDF

References


Crist, R. L. (1981). Learning concepts from contexts and defenitions:A single subject replication. Journal of Reading Behaviour , 271-277.

Decarrico, J. S. (2011). vocabulary learning and teaching. In M. C. -Murcia, Teachin English as a second or foreighn language (pp. 285-298). united states: heinle&heinle.

Ellis, R. (2001). Form focused Instruction and Language Learning. London: John Wiley and Sons Ltd.

Ellis, R. (2003). Task-based language Learning and Teaching. New York: Oxford University Press.

Ellis, R. (2004). Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Ellis, R. (1994a). The Study of Second Language Acqusition. Oxford: Oxford University Press.

Freeman, D. L. (2003). Techniques and principles in language teaching. Oxford: Oxford university press.

Freeman, D. (2003). Teaching Language from Grammar to Grammaring. Canada: Tamson Heinle.

Huckin T, Haynes Mand Coady J (1993).Second Language Reading and Vocabulary Learning(Ablex Publishing Corporation) Norwood, N.J.21.

Hulstijn, J. H. (1996). “Incidental and Intentional Learning” in Handbook of Second Language Acquisition. Malden: Blackwell.

Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language .

Jack C. Richards and Willy A. Renandya. (2002). Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press.

Knight, S. (1994). Dictionary use while reading:The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal , 285-299.

Laufer, B. (1998). The development of passive and active vocabulary in a second language:Same or Different. Applied Linguistics.

Lewis, M. (2000). Teachin collocation: Further Developments in Lexical Approach. Hove:England: Language teaching publications.

Luppescu, S., & Day, R. R. (1993). Reading, dictionaries and vocabulary learning. Language Learning , 263-287.

McCarthy, M. (1992). Vocabulary. oxford: oxford university press.

Mehring, J. G. (2005). Developing Vocabulary in Second Language Acquisition:From theories to the classroom.

Murcia, M. C. (2001). Teaching English as a second or foreign language. United states: Heilen & Heilen.

Nation, P. (2005). Teaching and learning vocabulary. Mahwah: Erlbaum.

Nunan, D. (1989). Designing tasks for communicative classroom. Cambridge: Cambridge university press.

Nunan, D. (2006). Task-based language teaching. Cambridge: Cambridge university press.

Oxford, R. L. (2006). Task-Based Language Teaching and Learning: An Overview. Asian EFL Journal , 94.

Prabhu, S. N. (1987). Second language pedagogy. oxford: oxford university press.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge univrsity press.

Richards, J. C., & Rodgers, T. S. (2001). Approach and methods in language teaching. Cambridge: Cambridge university press.

Robinson, P. C. (1991). ESP today: A practitioner’s guide. UK: Prentice Hall InternationalLtd.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Skehan, P. (1996b). Second language acquisition research and Task-based instruction.

Thornbury, S. (2002). How to teach vocabulary. Edinburg Gate: Pearson Education Limited.

Ur, P. (2000). Acourse in Language Teaching:Practice and Theory. Cambridge: Cambridge University Press.

Willis, J. (1996). Aframework for task-based learning. Harlow: Longman.

Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. NewYork: Cmbridge University Press.




DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.5p.228

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.