Effect of tasks with different degree of involvement load on incidental L2 vocabulary development and text comprehension of EFL learners

پروپوزال آماده زبان انگلیسی

Effect of tasks with different degree of involvement load on incidental L2 vocabulary development and text comprehension of EFL learners

 – BACKGROUND

There is a consensus among different researchers (e.g., Allen, 1983; De Bot, Paribakht, &Wesche, 1997; Laufer & Shumeli, 1997; Nation, 1982; Nation & Waring, 1997; Zimmerman, 1997) that knowledge of second language vocabulary plays a crucial role in language learning. It is more important for EFL learners as Hunt and Beglar(2017) state, “they Frequently acquire impoverished lexicons despite years of formal study.”A large and rich body of research has explored the aspects of vocabulary learning in EFL learners. Most of language teachers and language learners can appreciate the feeling of frustration when conversation fails because they do not have enough words or when looking at a word and feeling that they have seen it many times before, but cannot remember its meaning. Vocabulary forms an important part of language and has been the focal point of a great deal of research in the realm of SLA in recent years (Hulstijn & Laufer, 2016).Some of the teachers employ the audio-visual method, and others use the task oriented approach, etc, but it should be accepted that vocabulary learning cannot be confined to just classroom settings.

Statement of the Problem and Purpose of the Study

For both language teachers and learners vocabulary is obviously a top priority (Schmitt, 2018). So, words for a language are as same as building materials. Last researches showed that teachers of Iran have made many attempts to find out which ways of instruction may assist the acquisition of difficult words and test what they think is the best way to teach vocabulary. As it is said at grammar-translation method classic teachers plunge into their old experiences and often ask students to repeat words many times to keep words in their minds; sometimes they translate words in the contexts and wants students to remember them when they answer the questions.  Teachers may use of ways such as communicative tasks, audio-lingual method, emphasize on contexts, but they accept that new words must be processed during the tasks.

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Significance of the Study

Most researchers seem to agree vocabulary acquisition is predominantly takes place through reading (Nagy Herman and Andaerson.1985; Pitts, White and Krashen;.1989;Hulstijin1992;Dupuy and Krashen,1993;Paribacht and Westche.1996). Because reading activities and tasks are considered as important sources of vocabulary learning, it has been said that efficient and systematic development of vocabulary through these activities cannot be expected to occur spontaneously. Vocabulary forms an important part of language and has been the focal point of a great deal of research in the realm of SLA in recent years (Hulstijn & Laufer, 2016).

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– Research Questions of the Study

– Hypotheses of the Study

– Definitions of Key Terms

Review of the Literature

Methodology

– Pilot Study

– Design of the Study

– Participants

– Materials

– Procedures

Scoring

Data Analysis

References

 

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