The Impact of Lexical Approach vs. Content-Based Language Teaching (CBLT) Activities on the Iranian Accounting Students ESP Vocabulary Development

This study investigated the impact of Lexical Approach (LA) and Content-Based Language Teaching (CBLT) on Iranian accounting students vocabulary learning. To this end, 90 participants were selected conveniently. Their age ranged from 19 to 40 years old. Then, they were randomly assigned to two experimental groups and one control group. A researcher-made vocabulary pretest was administered to all participants before the treatment. Vocabulary was taught to the groups via different methods. After the treatment, a researcher-made vocabulary posttest was administered to the groups. Since the homogeneity of the slope of regression lines was violated, and because the gain scores of the control group were not distributed normally, Kruskal-Wallis H test was run. The results showed that LA and CBLT groups outperformed the control group on the posttest. Data analysis also revealed that LA activities were more effective than the CBLT activities for teaching ESP vocabulary to accounting students.