@article { author = {Jalilifar, Alireza and Amin, F.}, title = {Classroom Vocabulary Learning: Investigating the Role of Task Types on Iranian High Schools Learners of English as a Foreign Language}, journal = {Teaching English Language}, volume = {3}, number = {1}, pages = {111-141}, year = {2009}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2009.128680}, abstract = {The present study investigated the efficacy of task types on the vocabulary learning of Iranian learners of English as a foreign language (EFL) whose opportunities for communication outside classroom context are limited. Moreover, the effectiveness of using Task-based Instruction (TBI) was investigated in this study. Data were collected from three classes of lower-intermediate high school students who were selected on the basis of availability and were taught for eight weeks. Each class was taught through one of three different task types: information-gap, opinion-gap, and reasoning-gap. The results of an achievement vocabulary test administered to the students of the three groups at the end of the instruction and a qualitative think-aloud report protocol analysis showed that the reasoning group outperformed the other two groups. Implications of the study are proposed for teaching and learning English as a foreign language in Iran.}, keywords = {Task-Based Instruction,Information-gap tasks,Reasoning-gap tasks,Opinion-gap tasks}, title_fa = {کلاس آموزش واژگان}, abstract_fa = {کلاس آموزش واژگان}, keywords_fa = {آموزش واژگان}, url = {http://www.teljournal.org/article_128680.html}, eprint = {http://www.teljournal.org/article_128680_439ae4b377363f644557281e1086f1b2.pdf} }