The Impact of Task-based Approach on Vocabulary Learning in ESP Courses

Abdullah Sarani, Leila Farzaneh Sahebi

Abstract


This study investigates the teaching of vocabulary in ESP courses within the paradigm of task-based language teaching, concentrating on Persian literature students at Birjand University in Iran. Two homogenous groups of students who were taking their ESP courses participated in the study as a control and an experimental group. A teacher-made test of technical vocabulary knowledge was administered as the pre-test. Vocabularies in the control group were taught using a traditional approach, whereas in the experimental group, technical vocabularies were taught on the basis of task-based approach. At the end of the semester, a post-test was given to the students to determine the influence of the treatment on the experimental group. Data analysis showed that the task-based approach was more effective in teaching technical vocabularies compared to the traditional one. Furthermore, the results showed that in the experimental group the male learners outperformed the female learners.


Full Text: PDF DOI: 10.5539/elt.v5n10p118

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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