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

الموضوعات : نشریه مطالعات آموزش زبان انگلیسی

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.)

تاريخ الإرسال : 24 الثلاثاء , ربيع الأول, 1439 تاريخ التأكيد : 14 الأربعاء , جمادى الأولى, 1439 تاريخ الإصدار : 13 الخميس , جمادى الثانية, 1439

الکلمات المفتاحية:

ملخص المقالة :

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.

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