Abstract
<em>The aim of the present study was to investigate the effect of Task-Based Language Teaching (TBLT) on the learning of new lexical items by Deaf and Hard of Hearing (DHH) learners. For this purpose, 30 beginner learners, studying English in the first grade of high school in two exceptional learners’ education centers in Yazd, Iran were selected. They were divided into two groups: experimental and control groups. The experimental group received Task Based Language Teaching (TBLT) treatment within which new lexical items were taught through different techniques based on form-focused task design. In the control group, the learners were learning the vocabulary items through the traditional method of Grammar Translation Method (GTM). Firstly a pre-test based on pictures was given to DHH learners. After 9 sessions of treatment, each lasted 30 minutes, a post-test was given to learners. T-test was used to analyze the data collected. The results showed that there was a significant difference between experimental and control groups. From different perspectives, the implication of this study can be discussed. This study can open an opportunity for teachers of DHH learners to experience some teaching methods not usually used in exceptional educational curriculum. Furthermore, these methods may be of high potentials for exceptional learners.</em>
Highlights
Learning a foreign language is of high value, but when this kind of learning is in the scope of Deaf and Hard of Hearing (DHH) learners, its value becomes greater
The researcher in the eleventh session gave the DHH learners a pre-test form A at the beginning of the session and after thirty minutes; she gave them the second form (B). Because these learners seemed bored to answer all of the questions once, so the researcher decided to give the test in A and B forms. The participants in both the experimental and control groups were tested on these two forms in pre-test and post-test ( 25 items in form A and 20 items in form B). 4.3 Procedure As mentioned earlier, the present study aimed to examine the effectiveness of using Task-Based Language Teaching (TBLT) in learning new lexical items by DHH learners in the first grade of junior high school through employing the following procedures: When the English classes started at the beginning of the academic year, one of the researchers attended ten sessions as an observer in both the control and experimental groups
The present study aimed to investigate the effect of using Task-based Language Teaching (TBLT) in learning new lexical items by Deaf or Hard of Hearing (DHH) learners
Summary
Learning a foreign language is of high value, but when this kind of learning is in the scope of Deaf and Hard of Hearing (DHH) learners, its value becomes greater. Milton (2009) believes that learning new vocabularies need not to be unpleasant for learners nor does it require a lot of time or effort from the teacher. Teachers usually use three ways to show the meaning of new words: “showing pictures, giving explanation of new words in the learners’ first language and giving the definition of new words in English by using the words which are known to learners” Deaf learners are the minority groups of society, they experience the growth of communication around the globe as normal learners do. They need to learn a foreign language (Lozanove & Savtchev, 2009). Incidental vocabulary learning is not possible for DHH learners, so most of these learners can learn vocabulary best by giving instructions to them
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