Abstract
<p>This study investigated the effect of producing oral summary of short stories by language learners on vocabulary learning of EFL learners at intermediate level and the possible different effect of this classroom activity on male and female participants. In order to pursue the purpose of the study, one hundred twenty Iranian EFL learners were given Nelson proficiency test as the proficiency test and pretest. Seventy five learners were chosen as the participants for the study who formed one control group and two experimental groups. After twenty sessions of treatment, the participants were given a piloted version of a researcher-made test based on the vocabulary used in the short stories. The findings of the study proved that oral production of short stories can have a positive effect on vocabulary learning among intermediate learners, but the effect of this mode of teaching was not different on male or female language learners. The findings of the study could be used by language teachers who aim at conducting learner-centered language classes and material producers who aim at increasing the outcome of language courses by opting suitable course content.</p>
Highlights
1.1 Introduce the ProblemVocabulary learning as mentioned by Nunan (1999) occurs in a meaningful context and not in isolation
The findings of this study proved that oral summary of short stories can have a positive effect on learning vocabulary by Iranian intermediate EFL learners
This study proved that the effect of oral production of short stories on learning vocabulary of Iranian EFL learners at intermediate level does not differ based on their gender
Summary
Vocabulary learning as mentioned by Nunan (1999) occurs in a meaningful context and not in isolation. Swain’s belief is that a more suitable approach for learning languages in EFL/ESL settings is output as compared to input These issues perpetuate the importance of oral production of short stories as is the emphasis in this approach on the output produced by the learners, and its focus is on stories as meaningful contexts. There is a need for a new study to investigate the possible effect of oral production of short stories on vocabulary learning among Iranian EFL learners Another problem in EFL/ESL classes in the context of Iran is that much of classroom time is dedicated to the teachers and language learners cannot make use of their time in the classroom to practice the language. Many of the language learners, though familiar with a wide range of vocabulary, do not tend to use them when they talk, as they are either not sure about the pronunciation of the word or not sure about its accurate use in the sentence
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