Abstract
This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.
Highlights
Focused TasksIn task-based teaching, tasks are generally defined as activities that satisfy four main criteria: meaning is primary, learners’ linguistic resources are not restricted, there is some kind of information gap between interlocutors, and the linguistic outcome is not the only task outcome (Ellis, 2009)
Both task types were found to successfully promote receptive and productive word knowledge, but input-based tasks led to more gains in meaning recall and output-based tasks showed higher gains on the form recall test
These findings suggest that task-based instruction, realized through focused input- and output-based tasks may be well suited to provide opportunities to focus on form in L2 classroom and improve L2 learning, for learning vocabulary
Summary
Focused TasksIn task-based teaching, tasks are generally defined as activities that satisfy four main criteria: meaning is primary, learners’ linguistic resources are not restricted, there is some kind of information gap between interlocutors, and the linguistic outcome is not the only task outcome (Ellis, 2009). A focused task is a type of task within the focus on form approach which aims “to elicit the use of specific linguistic features in the context of meaning-centred language use” (Ellis et al, 2002, p.420). The term ‘form’ in the definition refers to formal linguistic aspects such as phonology, vocabulary, grammar, or pragmatics (Ellis, 2009). Focused tasks are classified as a kind of ‘planned focus on form’ (Ellis et al, 2002). Focused tasks have been related mainly to the teaching of grammar (see the review by Ellis, 2003). We will focus on two types of focused tasks and their roles in L2 vocabulary learning
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