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Article published In:
TASK
Vol. 1:1 (2021) ► pp.100–126

Learning vocabulary in spoken input- and output-based tasks

| KU Leuven, imec research group itec , Belgium
ORCID logo | Ghent University , Belgium
ORCID logo | KU Leuven, imec research group itec , Belgium
ORCID logo | KU Leuven , Belgium

This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall and meaning recall. The findings showed that participants who were only exposed to L2 input learned significantly fewer words than participants who completed the input-based and output-based tasks. No difference in learning gains was found between the input-based and output-based tasks.

Keywords: task-based language teaching, input-based tasks, output-based tasks, vocabulary acquisition, audiovisual input
Article outline
  • Introduction
  • Background
    • Output-based tasks
    • Input-based tasks
    • L2 vocabulary learning from L2 input and input followed up by activities
    • Research rationale and research questions
  • Methodology
    • Design
    • Participants
    • Learning materials and target items
    • Input
    • Input-based tasks
    • Output-based tasks
    • Target items
  • Test instruments
    • Vocabulary size test
    • Vocabulary knowledge tests
  • Procedure
  • Scoring and analysis
  • Results
    • Prior vocabulary knowledge
    • Learners’ responses to target items during input- and output-based tasks performance
    • Research question 1: Can words be learned from doing input-based tasks, output-based tasks, and input-only with no tasks?
    • Research question 2: Is there a difference in the effectiveness of input-based tasks, output-based tasks, and input-only on vocabulary learning?
  • Discussion
    • Effects of input- only on L2 vocabulary learning in comparison to input-based and output-based tasks
    • L2 vocabulary learning from input-based tasks and output-based tasks
  • Conclusion
  • Notes
  • References


This article is currently available as a sample article.

Published online: 27 May 2021
DOI logo
https://doi.org/10.1075/task.00005.duo
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