DOI: 10.5176/2251-3566_L31271
Authors: Zargham Ghabanchi, Mohammad Davoudi
Abstract: The study aims to test a method which might enhance successful vocabulary learning. The participants were seventy students studying at Payam noor university, and due to their low grade of English they have to pass a few complementary courses in English before their main agenda. Two intact classes were assigned to the two different conditions. All the participants were female students. The study includes dividing the subjects into experimental and control groups, carrying out a pretest, treatment, and a posttest. To analyze the scores obtained from post-tests, SPSS power pack was used. The result shows that there is no relationship between task-based instruction and classroom L2 vocabulary acquisition. In addition, it has been realized that there is a positive relationship between task-based instruction and vocabulary retention
Keywords: Task-based instruction, vocabulary acquisition, task-based instruction and vocabulary retention
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