Exploring the Impacts of Task-based Approach Model on Improving Iranian EFL Learners Vocabulary Learning in ESP Classes

Exploring the Impacts of Task-based Approach Model on Improving Iranian EFL Learners Vocabulary Learning in ESP Classes

Abstract Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. The present paper explores the vocabulary teaching in ESP classes within the model of task-based language teaching, focusing on accounting students at scientific and applied university of technology center of Darrehshahr in Iran. Two homogenous groups of students who were taking their ESP courses took part in the current study as control and an experimental group. A teacher-made test of technical vocabulary knowledge was conducted as the pretest prior to the treatment. Vocabulary in the control group was taught using a traditional approach, whereas in the experimental group, technical vocabularies were taught on the basis of task-based approach. At the end of the course, a post-test was given to the students to characterize the impact of the treatment on the experimental group. Data analyses revealed that the task-based approach was more influential in teaching technical vocabularies compared to the traditional approach. By and large, the results indicated that the experimental group learners outperformed the control group.