Abstract
In order to explore the relationship between vocabulary acquisition and task type as well as language learners` vocabulary error patterns and characteristics, seventy-eight students participated in this study. They took an English course for one semester, and a vocabulary examination was administered in the middle of the semester. The questions on the vocabulary exam were taken from reading, grammar, and vocabulary lists that students had been exposed to in the course. Data analyses of the vocabulary quiz outcomes indicate that the participants` performance on questions for areas emphasized in the course materials were better than those for unemphasized areas such as reading assignments. However, in terms of emphasized and unemphasized words, mean differences for lower level participants were not statistically significant.
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