Interaction between L2 Vocabulary Learning and Task Type in Iranian EFL Learners with Different Proficiency Levels

By Reza Biria, Fariba Rahimi Esfahani and Hamid Reza Haghverdi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

One of the dimensions by which L 2 learners’ lexical knowledge has been investigated is the receptive vs. productive distinction. Moreover, there is an agreement among researchers that knowing a word means more than simply knowledge of its form and meaning. This paper aims to investigate the relationship between different learning tasks and learning multiple aspects of lexical knowledge in different levels of proficiency. To achieve this end, two groups of 40 Iranian EFL learners in Shahreza Azad University, Iran, were chosen through a quick Oxford Placement Test (OPT). Based on their OPT scores, subjects were divided into low intermediate and high intermediate groups. The subjects in each proficiency level were randomly assigned to the experimental groups. One experimental group in each proficiency level studied l5 L2 target words receptively, and the other studied the same target words productively. After the completion of the treatments, eight tests measuring four aspects of vocabulary knowledge both receptively and productively were administered to each group. The Scores of the groups in each level were compared via a one-way MANOVA. The results showed that both the high intermediate and the low intermediate subjects who learned productively significantly outperformed the receptive subjects on the productive measures. Similarly, the receptive groups in both levels of proficiency did significantly better on the receptive tests than the productive groups. The findings of this study show that gains in knowledge of vocabulary will be highest if the learning task matches the testing type. Moreover, proficiency will be of little significance in the interaction between vocabulary learning and task type. The findings of this study would be valuable to teachers and students to develop insight into the advantages and disadvantages of vocabulary learning tasks, and help them to select the tasks that best suit their needs.

Keywords: Lexical Knowledge, Receptive Learning, Productive Learning, Proficiency

The International Journal of Learning, Volume 18, Issue 7, pp.267-292. Article: Print (Spiral Bound). Article: Electronic (PDF File; 928.071KB).

Dr. Reza Biria

A Fuculty Member of Unioversity, English Department, Islamic Azad University-Khorasghan Branch, Esfahan, Esfahan, Iran (Islamic Republic of)

University Faculty Member in English Department.

Fariba Rahimi Esfahani

University Faculty member, English Department, Islamic Azad University-Khorasghan Branch, Esfahan, Esfahan, Iran (Islamic Republic of)

Fariba Rahimi Esfahani. A a faculty member in Azad university of shahrekord (Iran). A PhD student majoring in Teaching English as a Foreign Language (TEFL).

Dr. Hamid Reza Haghverdi

A Faculty Member of University, English Department of Khorasgan Isfahan University, Islamic Azad University-Khorasghan Branch, Esfahan, Esfahan, Iran (Islamic Republic of)

University Faculty Member in English Department.

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