Learning vocabulary in spoken input- and output-based tasks

Abstract

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.

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

“…The findings showed that both task types resulted in vocabulary uptake, but input-based tasks resulted in higher gains for learning the meaning of English vocabulary, and output-based tasks led to more gains for learning the form of English vocabulary. The positive effects of both task types on vocabulary learning were also reported in Duong et al [17], which focused on spoken tasks and spoken vocabulary knowledge.…”

“…While research on L2 vocabulary learning in other contexts might be useful and applicable, studies that have a specific focus on Vietnamese EFL learners have their own values, because language learning might vary among learners of different contexts. To date, such studies have focused on the effects of different types of input [12][13][14][15], focused tasks [16,17], computerassisted language learning [18], and explicit instruction [19] on Vietnamese EFL learners' vocabulary acquisition.…”

“…She recommends that focused tasks, which are designed to "elicit the use of specific linguistic forms in the context of meaning-centered language use" [45] (p. 420), can be used for vocabulary teaching. Duong et al [16,17] conducted empirical studies on the effects of two types of focused tasks, i.e., input-based and output-based tasks, on Vietnamese EFL learners' vocabulary uptake. In Duong et al [16], for input-based tasks, learners read L1 emails enquiring about travel tips, watched L2 captioned videos, and then wrote emails in Vietnamese answering the questions from L1 emails using information from L2 videos to show their understanding of the target items.…”

“…When it comes to instruction, explicit vocabulary instruction can also be more effective than mere coursebook instruction [19]. Moreover, to enhance learners' vocabulary acquisition from comprehensible input, teachers can employ both input-based and output-based tasks, which can help bolster different aspects of vocabulary knowledge [16,17].…”

“…In particular, the vocabulary knowledge of Vietnamese EFL learners has attracted considerable attention [8][9][10][11]. In addition, several studies have examined Vietnamese EFL learners' vocabulary learning from extensive reading [12][13][14], audiovisual input [15], input-based and output-based tasks [16,17], computer-assisted language learning [18], and explicit instruction [19]. These studies, while still limited in quantity, have revealed intriguing findings that have significant implications for ELT stakeholders in Vietnam.…”