The Effect of Different Types of Classroom Tasks on Learning New Vocabulary of a New Lesson by Iranian EFL Learners; With a Focus on High School English Books: Vision 2

Subject Areas : Journal of Teaching English Language Studies

Ataollah  Rahimzadeh ¹ (Department of Humanities, Faculty of Teaching English and Translation Takestan Branch, Islamic Azad University, Takestan.)
Ramin  Rahmany ² (Department of Humanities, Faculty of Teaching English and Translation Takestan Branch, Islamic Azad University, Takestan.)
Bahador  Sadeghi ³ (Department of Humanities, Faculty of Teaching English and Translation Takestan Branch, Islamic Azad University, Takestan.)

Received: 2017-12-12 Accepted : 2018-01-31 Published : 2018-03-01

Keywords:

Abstract :

Learning the new vocabulary of a new lesson by high school students before starting to teachthe whole of lesson in every session is the main concern of the writer of this study as anEnglish teacher. So the purpose of the present study is introducing some practical classroomtasks (such as, working with oxford dictionary for looking up the definitions, synonyms,antonyms and examples of new words, sentence writing, paragraph writing, compositionwriting, flash card making, storytelling and box –play method as a word learning game) forhelping the students to learn the new vocabulary before beginning to teach the new lesson. Asthe writer of this study is teaching the English books of Vision2(one student book and onework book) in high school to eleventh grade students in the range of 17-18 years old inQazvin province, in Abyek township in Emam Ali High school (2017 – 2018), he performsand uses different classroom tasks as a practice for learning the new vocabulary beforestarting to teach a new lesson .In this way the writer as an English teacher observes that whenhe uses different classroom tasks for learning and practicing the new vocabulary , thestudents learn the new vocabulary and understand the new lesson better than when the teacherdoes not perform task-based practices in the classroom or maximum performs one or twoclassroom tasks. The students of a classroom that the teacher uses from different kinds of newvocabulary learning and practicing tasks ,the level of improving vocabulary is high and thestudents of a classroom that the teacher uses only from one or two tasks, the level ofvocabulary learning is low and the students became bored because the classroom isn’t action;and in some cases the students want to learn the new vocabulary with more action methodsthan only repeating the words aloud or looking up the synonyms or antonyms fromdictionary. So the writer as an experienced English teacher suggests to the English teacherstry to perform and use different kinds of classroom tasks for learning the new vocabulary of anew lesson and choose the best ones that are practical and enjoyable for students in theclassroom for next sessions.

References:

Alavi Moghaddam S.B. et al. (2017)  Vision 2 English for schools (student book ).Iran. Tehran, School book publication company. www.irtextbook . ir     www.chap . sch. Ir

Alavi Moghaddam S.B. et al. (2017)  Vision 2 English for schools (Work book ).Iran. Tehran, School book publication company. www.irtextbook . ir     www.chap . sch. Ir

Alfred A. (2014). Effect of content and task based approaches on vocabulary development: A study of Junior secondary school 2 students in zaria local government. Ahmadu Bello University, 10-43

Badraghi A. (2011). The Impact of Task-Induced Involvement Load on Vocabulary Learning of Iranian EFL Learners. Iran. Islamic Azad University Science and Research Branch, 7       

Bello Uriarte A. (2013)Vocabulary Teaching: Focused Tasks for Enhancing Acquisition in EFL contexts. University of Illinois at Urbana_ Champaign . MEXTESOL JOURNL Vol. 37   No. 2,  2013, 1-13

Bengochea A. (2014). The Effects of Vocabulary Instruction on Bilingual Students, Lexico-Semantic Acquisitionin English-Medium Contexts: A Systematic Analysis.University of Miami Scholarly Repository. University of Miami, 10-13

[e-mail]        http://scholarlyrepository.miami.edu/oa_dissertations

Borisovna Dembovskaya S. (2009). Task-Based Instruction: The effect of motivational and cognitive pre-task on second language oral French production. University of  Iowa Research Online. The University of Iowa’s Institutional Repository.          http://ir.uiowa/etd/231

Browne  C. (2003). Vocabulary Acquisition through Reading, Writing, and Tasks: A Comparison. Temple University, 1-32

Cook V. (2016). Second language learning and teaching. New York. Published by Routledge, 711 Third Avenue, New York, NY 10017 and by Routledge, 2 Park Square, Milton Park,  http :// www. Vivian cook. UK / sll and LT/sll &LT5 thed . html, 50-84

Delzendehrouy N. (2014). The Relationship Between Iranian EFL Learners, Motivationand the Use of Vocabulary Learning Strategies. English Department, Islamic Azad University, Shiraz Branch , Shiraz, Iran. Journal of Studies in Learning and Teaching English, 20-24

Edwards C. & Willis J. (2005) . Teachers Exploring Tasks in English Language Teaching .UK. University of Birmingham. Palgrave macmillan

Ellis R. (2003). Task – based language learning and teaching. England. Oxford. Oxford university press. Grate Clarendon street, Oxford OX2 GDP, England, 1-17

Ellis R. (2004). Methodology In Task – Based Language Teaching .CAMELOT, 80-85

Fallahrafie Z. ,et al. (2015). The Effect of Task-Based Teaching on Incidental Vocabulary Learning in English for specific purposes. Department of Humanities .Faculty of Teaching English and Translation, Takestan, Iran. Gumhuriyet University Faculty of science. Science Journal (CSJ) . Vol. 36, No: 3 special Issue (2015), 836-838

Graham Mc Gill D. (2010). Ten Task-Based ESL/EFL Video Lessons. South Korea, Seoul. The Internet TESL Journal http://iteslj.org/Lesson/McGill- Video_Activities.html

            Hamzeh A. (2016). Investigating the washback Effects of Task-based Instruction on the Iranian EFL Learners’ Vocabulary learning. Iran. Department of English, Arak Branch, Islamic Azad University, Arak Iran. English Language Teaching; Vol. 9, No. 12; 2016. Published by Canadian Center of Science and Education. URL :, 16-18 http://dx.doi.org/10.5539/elt.v9n12p16.

Harmer J. (2007) . how to teach English. England. Edinburgh Gate, Harlow, Essex, CM20 2JE  England., 20-21 www.longman.com/methodology

Harmer J. (2015). The practice of English language Teaching. England. Edinburgh Gate Hrlow, Essecs CM20 2IE .England. Pearson Education limited, 258-275

Hasan A. (2014). The Effect of using Task-Based Learning in Teaching English on the Oral Performance of the Secondary School Students. King Khalid University. International Interdisciplinary Journal of Education-February 2014 . Volume 3 . Issue 2

Hedayatipanah R. et al. (2015). The Basic Impacts of Task-Based Approach Upon Iranian EFL Learners, Vocabulary Enhancement In ESP classes. Iran. Islamic Azad University. Ilam Branch, International Journal of Language and Applied Linguistics world (IJLLALW), 138-139

Howard J. (2015). Dialog on language Instruction. DLIFLC, Defence Language Institute Foreign Language Center. Dialog language Instruction. Volume 25(1). 2015.     E-mail: [e-mail] 

Hsu, Tsu-Chia (Julia). (2007). A Cooperative Task-based Learning Approach to Motivating Low Achieving Readers of English in a Taiwanese University. Durham University.

Jahangard A. et al. (2010). Vocabulary Learning and L2 Reading Comprehension :A case for Translation. Iran Sharif University of Technology. California Linguistic notes.

Jalilifar A R.& Amin F. (2008) . Classroom Vocabulary Learning: Investigating the Role of Task Types on Iranian High schools Learners of English as a Foreign Language.Ahvaz,Shahid Chamran University. TELL. Vol.2,No8,2008

Kasap B. (2005). The Effectiveness of Task-Based Instruction in the Improvement of Learners’ speaking skills. Ankara. The Institute of Economics and Social Sciences of Bilkent University.ANKARA.  

Keski-Kastari  M. (2013). Tasks that suit the Learning of L2 English Vocabulary in the Finnish Middle School: Teachers, and Students, Perspective. University of Jyvaskyla, Department of Languages  English, 7-42

Khalili Sabet  M. and  Tahriri A. (2014) . The Impact of Task-based Approach on Iranian EFL Learners’ Motivation in Writing Research Abstracts. English Department, University of Guilan, Rasht, Iran. Journal of Language Teaching and Research, Vol. 5, No. 4, pp. 953-962, July 2014.

Kinsella K. et al.(2012). Strategies for Vocabulary Development. San. Francisco State University. Practice Hall e Teach.

Larsen-Freeman D. and Anderson M.(2011). Techniques & Principles in Language Teaching. Oxford. Grate Clarendon street, OX2 6DP  Oxford university press, 149-150 www.oup.com/elt/teacher/tplt

Littlewood B. (2016). Task-Based Learning in Language Teacher Education. ELTED Volume 19, 2016.

Littlewood W. (2004).The Task-Based Approach: Some Questions and Suggestions. Oxford. Oxford University Press, 319-325

Mahmoudabadi Z. et al. (2015). The Effect of Sequence of output Tasks on Noticing Vocabulary Items and Developing Vocabulary Knowledge of Iranian EFL Learners. Iran. Payame nor University. International Journal of Asian Social Science. journal homepage: http://www.aessweb.com/journals/5007.19-20

Michael Easterbrook R. (2013). The Process of Vocabulary Learning: Vocabulary Learning Strategies and Beliefs about Language and Language Learning. The University of Canberra, 11-22, 28-30

Mousavi S.A. (2015). The Impact of Form-Focused Tasks on Iranian High School EFL Learners ,Vocabulary Recall and Retention. Faculty of letters and Humanities, Hakim Sabzevari University, 3-11

Mothe P.S. (2013). Innovative Techniques of Teaching Vocabulary at the Intermediate Level in the Second Language Classroom. India. Adarsh Senior  Collage , Omerga Dist.Osmanabad(MS) India ,377-388 E-mail: sahandri @ putra. Upm.edu.my

Nation P. (1974) . Techniques for Teaching Vocabulary. English Language Institute, Wellington, Newzealand.

Newton J. (1995). Task-based interaction and incidental vocabulary learning: a case study. Victoria University of Wellington. SAGE video Media, communication & cultural studies. SAGE Journals.

Ostovar – Namaghi S. A. (2015). Vocabulary Learning Strategies from the Bottom – Up : A Grounded Theory. University of Shahrood.The Reading Matrix: An International Online Journal. Volume 15,Number 2, September 2015, 236-249

Pawlak M. (2008). Investigating English Language Learning and Teaching. Faculty of Pedagogy and Fine Arts in Kalisz, 295, 305 Adam Mickiewicz University in Poznan. Poland. Printing and binding: EXPOL, P. Rybinski, J., Wloclawek, tel./fax: [phone]

E-mail: [e-mail]

Pongsawang G. (2012). Using Task-based Language Learning Activities to Enhance Speaking Abilities of Prathom Suksa 5 Students. Bangkok. Graduate School, Srinakharinwirot University, 9-12

Robinson P. (2011). Task – Based Language Learning. University of Michigan. Printed and bound by CPI Group (UK) Ltd, Croydon,CRO4 . Registered Office: John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom, 100-140

Ruso N. (2007) . The Influence of Task – Based Learning on EFL classrooms. Eastern Mediterranean University. Turkish Republic of Northern Cyprus. Teaching Article Home. Volume 18.

Sarani A. and Farzaneh Sahebi L.(2012). The Impact of Task-Based Approach on Vocabulary Learningin ESP course. Iran. University of Sistan And Baluchestan, Zahedan. English Language Teachig: Vol 5, No. 10, 2012 Published by Canadian Center of Science and Education,118-121, 124-125

 E-mail : Leila,farzaneh,[e-mail]            http://dx.doi.org/10.5539/elt.v 5n10p 118

Sarani A. et al. (2013). The role of task type in L2 vovabulary acquisition: a case of Involvement Load Hypothesis. Iran. Zahedan. Department of Language and Literature, University of Sistan and Baluchestan, Daneshgah Boulvard,Zahedan, Iran. Acta Scientiarum. Language and Culture. Maringa, v. 35,n. 4,p.377-386. http://www.uem.br/acta

Tikiz G. (2008). The Effects of Using Task-Based Language Teaching Activities on students, Attitudes and Vocabulary Learning Through the use of Poverty in the classroom. Izmir, 9-28

Thornbury S. (2007). How to teach vocabulary. England. Edinburgh Gate, Harlow, Essex CM20 2JE England , 1-31, 133  www.longman.com/methodology

Touti Elaheh M. A.(2013). Task-Type Based Vocabulary Instruction an Impact on Incidental word Retention. Faculty of Persian literature and Foreign Languages, Islamic Azad University (IAU) South Tehran Branch.Iran. World Applied Sciences Journal, 1739-1740

Touti E. and Maleki R. (2016). The Impact of Task-type Based Vocabulary Instruction on Incidental Word Retention. Iran. University of Applied Science and Technology (UAST).Tehran. ISSN 1799-2591 Theory and Practice in Language Studies.Vol.6, No. 6, pp. 1248-1259.

Vosoughi H. and Mehdipour Z. (2013). Effect of Recognition Task and production Task on Incidental Vocabulary Learning of Iranian EFL Learners. Department of English , Science and Research Branch , Islamic Azad University, Tehran, Iran. International Research Journal of Applied and Basic Science(IRJABS), 356-359            www.irjabs.com

        Willis  J. (1996). A Framework for Task-Based Learning. Oxford: Longman

Willis J. (2007) . Task – based language teaching :Teachers, solutions to problems encountered. Auston University.

Watkins P. (2014). Learning to teach English. England. Published by DELTA PUBLISHING, Quince cottage, Hoe Lane, Peas lake, Surrey GU5 9SW England, 37-43

E-mail : [e-mail]      www.deltapublishing.co.uk