The Effect of Different Types of Classroom Tasks on Learning New Vocabulary of a New Lesson by Iranian EFL Learners; With a Focus on High School English Books: Vision 2

Journal of Teaching English Lnaguage Studies

مقاله 2، دوره 6، شماره 3، خرداد 2018، صفحه 23-47   

نویسندگان

Ataollah Rahimzadeh؛ Ramin Rahmany؛ Bahador Sadeghi

Department of Humanities, Faculty of Teaching English and Translation Takestan Branch, Islamic Azad University, Takestan.

چکیده

Learning the new vocabulary of a new lesson by high school students before starting to teach
the whole of lesson in every session is the main concern of the writer of this study as an
English teacher. So the purpose of the present study is introducing some practical classroom
tasks (such as, working with oxford dictionary for looking up the definitions, synonyms,
antonyms and examples of new words, sentence writing, paragraph writing, composition
writing, flash card making, storytelling and box –play method as a word learning game) for
helping the students to learn the new vocabulary before beginning to teach the new lesson. As
the writer of this study is teaching the English books of Vision2(one student book and one
work book) in high school to eleventh grade students in the range of 17-18 years old in
Qazvin province, in Abyek township in Emam Ali High school (2017 – 2018), he performs
and uses different classroom tasks as a practice for learning the new vocabulary before
starting to teach a new lesson .In this way the writer as an English teacher observes that when
he uses different classroom tasks for learning and practicing the new vocabulary , the
students learn the new vocabulary and understand the new lesson better than when the teacher
does not perform task-based practices in the classroom or maximum performs one or two
classroom tasks. The students of a classroom that the teacher uses from different kinds of new
vocabulary learning and practicing tasks ,the level of improving vocabulary is high and the
students of a classroom that the teacher uses only from one or two tasks, the level of
vocabulary learning is low and the students became bored because the classroom isn’t action;
and in some cases the students want to learn the new vocabulary with more action methods
than only repeating the words aloud or looking up the synonyms or antonyms from
dictionary. So the writer as an experienced English teacher suggests to the English teachers
try to perform and use different kinds of classroom tasks for learning the new vocabulary of a
new lesson and choose the best ones that are practical and enjoyable for students in the
classroom for next sessions.

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