Academic journal article Modern Journal of Language Teaching Methods

Comparing the Effect of Task-Based (Tbi) Vs.content-Based Instruction (Cbi) on Efl Learners' Vocabulary Learning

Academic journal article Modern Journal of Language Teaching Methods

Comparing the Effect of Task-Based (Tbi) Vs.content-Based Instruction (Cbi) on Efl Learners' Vocabulary Learning

Article excerpt


Undoubtedly, one of the most important parts of language knowledge is knowledge of the words which is the central part of language learning. It means that vocabulary knowledge is a vital prerequisite of second language learning. It is a basic element to comprehend the meaning and to help learners to understand and communicate with others (Lewis, 1993). According to McCarthy (1994) vocabulary learning has different aspects that include remembering words, ability to use them automatically in different contexts. Vocabulary usually plays the greater role in communication than other component (Allen, 1983). According to Allen (1983) lexical problems frequently interfere with communication, and they result in failing in communication when people do not use the proper words. Increasing vocabulary knowledge is a basic part of the process of education, both as a means and as an end. Lack of adequate vocabulary knowledge is already an obvious and serious obstacle for many students, and their numbers can be expected to rise as an increasing proportion of them fall into categories considered educationally at risk (Nagy, 1988). At the same time, advances in knowledge will create an ever larger pool of concepts and words that a person must master to be literate and employable (Nagy, 1988).

However, there are many difficulties in vocabulary learning because the teachers and practitioners may use traditional methods of instruction to teach vocabularies and these techniques lead to loss of learners' motivation (Nagy, 1988). Nagy believes that teachers can adopt different instructional techniques to match with learners' need to increase their motivation (Nagy, 1988).

Exploring learners' need and increasing their motivation have major impacts on language learning. As Nagy (1988) maintains, the major motivation for vocabulary instruction is to help learners to understand materials. So it is important that foreign language teachers stimulate learners to learn vocabularies.

However, despite this vital role, vocabulary seems a much neglected part in different approaches and methods of language learning, making it of great importance to revitalize attempts to address the issue (Nation, 2001). Of course in the last two decade attempts have been made to introduce methods and techniques which reader as motivating as possible.

Task-Based Instruction (TBI) and Content-Based Instruction (CBI) have increasingly achieved popularity in recent years and have been recommended as a motivated way forward in English Language Teaching (ELT).

The effect of task-based instruction in teaching English as a Foreign Language (EFL) classes has been addressed in the literature by a wide range of research. Studies have shown that tasks-based instruction can use in vocabulary class for enhancing learners' motivation (De la Fuente, 2006). Ellis (2003) believes that task-based instruction brings benefits to learners, one of them is motivation and Borphy (2013) states that motivation is a key for learning process since it stimulates learners to do their task.

Another approach which has been supposed to be motivating to learners is Content- based Instruction (CBI). Content-Based Instruction (CBI) is "an approach to language instruction that integrates the presentation of topics or tasks from subject matter class within context of teaching a second or foreign language" (Crandall &Tuker, 1990, p.187). Some scholars such as Richards and Rodgers (2001) and Celce- Murcia (2001) believe that CBI is one of the most important parts in language teaching and instruction. Stoller (2002) believes that CBI increases motivation and engages learners so that the students learn language quickly.

Therefore, the present study is an attempt to compare the effect of Task-based Instruction (TBI) and Content-based Instruction (CBI) on vocabulary development of EFL learners.

Statement of the Problem

One of the most significant parts in communicating and conveying meaning is vocabulary. …

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