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.
Highlights
The early application of task-based approach within a communicative framework for language teaching is the Prabhu’s Bangalore project
This study investigates the teaching of vocabulary in English for Specific Purpose (ESP) courses within the paradigm of task-based language teaching, concentrating on Persian literature students at Birjand University in Iran
In this approach learners are presented with a task or problem to solve and do not concentrate on language features during performance. These tasks are meaning-focused and have a non-linguistic outcome (Ellis, 2003). This new trend in English Language Teaching seems to be best applied to English for Specific Purpose (ESP) courses which has emphasized the need for teaching specialized vocabulary ever since its beginnings, back in the 1960’s (Nito, 2004)
Summary
The early application of task-based approach within a communicative framework for language teaching is the Prabhu’s Bangalore project In this approach learners are presented with a task or problem to solve and do not concentrate on language features during performance. These tasks are meaning-focused and have a non-linguistic outcome (Ellis, 2003). This new trend in English Language Teaching seems to be best applied to English for Specific Purpose (ESP) courses which has emphasized the need for teaching specialized vocabulary ever since its beginnings, back in the 1960’s (Nito, 2004).
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