The Impact of Task Type and Cognitive Style on Vocabulary Learning

Abstract

Vocabulary knowledge influences the learners' performance so remarkably that success in all language skills is closely related to it. This vital role necessitates studies focusing on the most effective programs of teaching vocabulary. In this study, we aimed to explore the impact of static versus dynamic task type and the possible interaction with field dependence/independence cognitive style on learning English vocabulary among intermediate EFL learners. Eighty four female EFL learners studying at the BS level at the University of Social Welfare and Rehabilitation Sciences aged 19-25 were randomly selected and given a Cognitive Style Test and a Nelson Proficiency Test (2000 A) to be assigned to either of the control and experimental groups matched for their vocabulary knowledge and cognitive style. Although the two groups were exposed to identical reading passages during classes held twice a week in the four-month treatment period, the control group received vocabulary instruction through static task type technique based on the traditional approach to teaching vocabulary while the experimental group underwent dynamic task type technique. The Nelson Proficiency Test was once more used as the post-test to show the differences in vocabulary gain in the two groups. The collected data were analyzed through ANOVA, using SPSS software. The results showed that vocabulary instruction led to favorable results among field-dependent learners taught by the dynamic task type technique and poorest performance in field-dependent students exposed to the static task type technique while field-independent learners better performed through the static task-type technique. Task type significantly influences vocabulary learning and may marginally affect reading comprehension performance.

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