Effect of Pedagogical Tasks and PPP Instruction on L2 Vocabulary Learning: A Case of EFL Learners

Vocabulary learning is one of main components of L2 teaching. However, there is no consensus on the best method of teaching/learning vocabulary. Recently, some researchers (e.g. Kim, 2008; Keating, 2008) have emphasized the task-based instruction in contrast with the traditional method of Presentation, Practice and Production (PPP). This study investigates the comparative effect of pedagogical tasks (PTs) and PPP instruction on L2 vocabulary learning among Iranian EFL learners. To this end, 72 intermediate EFL learners in the Jahad-e-Daneshgahi Language Centre in Shahrekord participated in the study. They were randomly divided into 2 groups: one group received PPP instruction and the other group received task-based instruction. The participants in the task group were further assigned into 2 PT groups: one of them received “listen-and-do” and the other one received “complete-the-chart” task instructions. To collect data, an L2 vocabulary test consisting of 30 multiple-choice items was used as pre-tests and post-tests. The results of covariate analyses on the vocabulary test scores in a pre-test post-test design showed that the two types of PTs had a significant positive effect on the vocabulary mean scores, suggesting that such tasks were more effective than PPP instruction in vocabulary learning/teaching. However, the treatment effect between the two types of PTs was not significantly different. Finally, pedagogical implications are presented.