Incidental Vocabulary Learning Through Information-Loaded and Negotiation-Oriented Tasks

• Published in: International journal of applied linguistics & English literature Vol. 5; no. 7; p. 30
• Main Authors: Khoii, Roya, Ashuri, Somaye
• Format: Journal Article
• Language: English
• Published: Footscray Australian International Academic Centre PTY. Ltd (AIAC) 2016
• Subjects: Cognition; Communication; Educational activities; English as a second language; English as a second language instruction; English as a second language learning; English teachers; Foreign language learning; Hypotheses; Hypothesis testing; Knowledge; Language acquisition; Linguistics; Multiculturalism & pluralism; Negotiation; Questionnaires; Second language teachers; Second language vocabulary learning; Statistical analysis; Students; Teaching; Iran
• ISSN: 2200-3592; 2200-3452
• DOI: 10.7575/aiac.ijalel.v.5n.7p.30

The present study aimed to investigate the effects of implementing two innovative speaking tasks, namely, information-loaded and negotiation-oriented tasks, on the incidental vocabulary acquisition of advanced Iranian EFL learners. To this end, an experimental research was conducted in an English language institute with 30 homogeneous advanced EFL learners randomly divided into two experimental groups. Experimental group I performed some information-loaded tasks using thirty five texts as speaking aids for implementing multicultural experiences, and experimental group II performed some negotiation-oriented tasks utilizing seven argumentative sentences for each topic to promote divergent thinking processes. At the end of the treatment, a vocabulary post-test and a questionnaire were administered to measure the effects of the treatments on the students’ incidental vocabulary knowledge and attitude to the performed tasks in each group. The statistical analysis of the data revealed that the information-loaded tasks group had significantly outperformed the negotiation-oriented tasks group on the vocabulary post-test and had a significantly more positive attitude to the tasks they performed in their class. This study offers some implications for the development of a sizable and profound knowledge of vocabulary in an effortless and pleasant manner. It also fulfils the need of EFL teachers and material developers in their search for some effective activities and techniques that can help to improve EFL learners’ incidental vocabulary knowledge.