The Effects of Three Forms of Reading-based Tasks on Iranian Intermediate and Advanced EFL Learners’ Vocabulary Uptake
DOR: 20.1001.1.23223898.2021.9.37.7.5
محورهای موضوعی : Research Paper
Mojtaba Kamali
1
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Fatemeh Behjat
2
(Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran)
mohammadsadegh Bagheri
3
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
کلید واژه: Incidental vocabulary learning, summary writing, oral reproduction, involvement load hypothesis, vocabulary tasks,
چکیده مقاله :
The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.
k
Anderson, J. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13, 383-401.
Baddeley, A. (1990). Human memory: Theory and practice. Needham Heights, MA: Allyn and Bacon.
Bley-Vroman, R. (1988). The fundamental character of foreign language learning. In W. Rutherford and M. Sharwood-Smith (Eds.), Grammar and Second Language Teaching: A Book of Readings, (pp.19-30), New York: Newbury House.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Lawrence Erlbaum Assiciates.
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspective on learning and practical second language grammar. In C. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 42-63) Cambridge: Cambridge University Press.
De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24, 81-112.
Ellis, R. (2001). Form-focused instruction and second language learning. A Supplement to Language Learning (pp. 1-46). 51: supplement 1.
Ellis, R. & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285-301.
Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. The Journal of Reflections on English Language Teaching, 8, (2), 131-139.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317. http://dx.doi.org/10.1017/S0272263199002089
Hill, M.M. & Laufer, B. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. International Review of Applied Linguistics 41, 87-106.
Hu, M., & Nassaji, H. (2012). Ease of inferencing, learner inferential strategies, and their relationship with retention of word meanings inferred from context. Canadian Modern Language Review, 68, 54-77.
Hulstijn, J. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 258-286). New York: Cambridge University Press.
Hulstijn, J.H. (2013). Incidental learning in second language acquisition. In Chapelle, C.A. (Ed.), The encyclopedia of applied linguistics (pp. 2632-2640). Chichester: Wiley-Blackwell.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558
Icht, M., & Mama, Y. (2019). The effect of vocal production on vocabulary learning in a second language. Language Teaching Research, 136216881988389. https://doi.org/ 10.1177/1362168819883894.
Iran Language Institute (2006). The ILI English Series: Intermediate 1 student’s book, Tehran: Kanoonchap.
Iran Language Institute (2006). The ILI English Series: Advanced 1 student’s book, Tehran: Kanoonchap.
Iran Language Institute (2006). The ILI English Series: Advanced 2 student’s book, Tehran: Kanoonchap.
Kamali, M. (2020). Technique feature analysis: A case of three reading-based tasks on Iranian intermediate and advanced male EFL learners’ vocabulary uptake (Unpublished doctoral dissertation). Islamic Azad University, Shiraz Branch, Shiraz, Iran.
Kamali , M., Behjat, F., & Bagheri, M. S.(2020). Examining the effects of oral reproduction and summary writing vocabulary tasks on L2 word learning: Technique feature analysis on trial, Cogent Education, 7(1), 1795966, DOI: 10.1080/2331186X.2020.1795966
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-299.
Krashen, S. (1985). The input hypothesis: Issues and Implications. New York: Longma
Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann.
Laufer, B. (2000). Electronic dictionaries and incidental vocabulary acquisition: Does technology make a difference? In U. Heid, S. Evert, E. Lehmann and C. Rohrer (Eds.) Proceedings of EURALEX 2000 (pp. 849-854). Stuttgart University: EURALEX.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? The Canadian Modern Language Review, 59, 565-585.
Laufer, B. (2005). Focus on form in second language vocabulary learning. In S. H. Foster-Cohen, M. Garcia-Mayo, & J. Cenoz (Eds.), Eurosla yearbook (Vol. 5, pp. 223-250). Amsterdam: John Benjamins.
Laufer, B. (2006). Comparing focus on form and focus on formS in second language vocabulary learning. Canadian Modern Language Review, 63, 149-166
Laufer, B. (2010). Form focused instruction in second language vocabulary learning. In Chacón-Beltrán, R., Abello-Contesse, C., Torreblanca-López, M.M., López-Jiménez, M.D. (Eds.), Further Insights into Non-native Vocabulary Teaching and Learning (pp. 15-27). Bristol: Multilingual Matters.
Laufer, B. & Girsai, N. (2008). The use of native language for improving second language vocabulary: An exploratory study. In A. Stavans and I. Kupferberg (Eds.), Studies in Language and Language Education (pp. 261-275). Jerusalem: The Hebrew University Magnes Press.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics,22(1),1-26. https://doi.org/10.1093/applin/22.1.1.
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391- 411
Laufer, B., & Rozovski-Roitblat, B. (2015). Retention of new words: Quantity of encounters, quality of task, and degree of knowledge. Language Teaching Research, 19(6), 687-711.
Long, M. (1991). Focus on Form: a design feature in language teaching methodology. In K. de Bot, R. Ginsberg & C. Kramsh (Eds.), Foreign Language Research in Cross-Cultural Perspective (pp. 39-52). Amsterdam: John Benjamins.
Luppescu, S. & Day, R. (1993) Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263-287.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58, 73-115.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237-270.
Nagy, W. E., Herman, P., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: implications for acquisition and instruction. In M. G. McKeon, & M. E. Curtis (Eds.), The Nature of Vocabulary Acquisition (pp. 19-35). Mahwah, NJ: Lawrence Erlbaum Associates.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. Tesol Quarterly, 37(4), 645-670.
Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 61(1), 107-134.
Nassaji, H., & Hu, M. (2012). The relationship between task-induced involvement load and learning words from context. International Review of Applied Linguistics in Language Teaching (IRAL), 5, 69-86.
Nation, P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle. Oxford Quick Placement Test (2001). Oxford: Oxford University Press.
Paribakht, T.S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady and T. Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 174-200). Cambridge: Cambridge University Press.
Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning and Technology, 11, 36-58.
Peters, E. (2012). The differential effects of two vocabulary instruction methods on EFL word learning: A study into task effectiveness. International Review of Applied Linguistics, 50, 213-238
Rassaei, E. (2015). Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research, 21(1), 76-95.
Richards, J. C., & Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Rosszell, R. (2003). Combining extensive reading and intensive vocabulary study. Paper presented at AAAL conference, Arlington.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 17-45.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. In J. H. Hulstijn & R. Schmidt (Eds.), Consciousness in Second Language Learning (pp.11-26). Special issue of AILA Review, 11.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge, UK: Cambridge University Press.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning‐level learners. Tesol Quartely, 47, 36-62. https://doi.org/10.1002/tesq.54.
Skehan, P. (1996b). Second language acquisition research and task-based instruction. In J. Willis, & D. Willis (Eds.), Challenge and Change in Language Teaching. (pp. 17-30). Oxford: Heinemann.
Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? English Language Teaching Journal, 64, 253-260.
Sternberg, P. (1987). Most vocabulary is learned from context. In M. G. McKeon, & M. E. Curtis (Eds.), The Nature of Vocabulary Acquisition (pp. 89-105). Hillsdale, NJ: Lawrence Erlbaum Associates.
Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language Acquisition (pp. 235-253). Rowley, MA: Newbury House.
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16, 371-391.
Van Patten, B. (1990). Attending to content and form in the input: an experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.
