the effect of task type and task orientation on l2 vocabulary learning

This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level iranian efl learners‟ vocabulary comprehension and recall. for this purpose, a sample of 120 male students from a private school in tehran was selected through convenience sampling and based on availability. the participants were divided into four groups, and each group was given a different treatment. the first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. at the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. the results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. at the same time, input-oriented tasks turned out to be more effective than output-oriented tasks on only vocabulary comprehension. in vocabulary recall, input-oriented tasks were more effective when they were form-focused, while output-oriented tasks were more effective when they were meaning-focused. the results of this study can have implications for teachers, learners, and curriculum designers.