Are Task-Based Approaches Effective in English Vocabulary Teaching in the Chinese Context? A Quasi-Experimental Study

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Investigating Literacy Outcomes

Abstract

There is a general trend of overemphasizing on word meaning but overlooking other aspects of the word in vocabulary learning and teaching in the foreign language class in China.
In an effort to probe into the effectiveness of vocabulary teaching, a four-month quasi-experiment was conducted in two parallel classes in a vocational college. Task-based vocabulary instruction (TBVI) was adopted in the experimental class and traditional PPP (Presentation, Practice, and Production) approach was employed in the control class.
The study reveals that the students in experimental class outperformed their counterparts in the tests of vocabulary size, depth of vocabulary knowledge and overall English proficiency as well. Accordingly, task-based instruction is an effective vocabulary teaching approach in the Chinese context.

Authors

• Qiaomei(Maggie) Lu, University at Buffalo - SUNY

• Yin Wu, University at Buffalo - SUNY