A task-based approach for teaching English vocabulary skill to Iraqi EFL learners

Task-Based approach is the most renowned and current approach in the overabundance of approaches for second/foreign language (L2) teaching. The principles that support this instructional approach are sustained to be in line with contemporary principles of second language acquisition (SLA) and assisting learners use the L2 easily. Its advocates and specialists consider that learners previously have language structure, so it is more active to involve them for complete a sequences of tasks so as to utilize language in accurate communication. It purposes at assist learners to attain novel language information. The present study experientially scrutinizes the effect of applying Task-based language teaching (TBLT) on the Kurdish in the North of Iraq 11th graders vocabulary performance. The researcher hypothesizes that TBLT is more effective and will progress learners' vocabulary performance than the traditional method of teaching vocabulary; and the experimental group outperformed in pairing collocations, but the traditional group will mostly be affected by recognizing a word classes when compared to TBLT group. To prove the posed hypotheses, the researcher adopted pre-test/post-test and control/experimental group design. The topics of the current study were 50, 11th graders at Shahid Fakhir Mergasori high school in Arbeel, Iraq. Both groups were given the pre-test before the treatments, and then, the students were selected to control and experimental groups randomly, each of one had 25 learners. Both groups were taught the same vocabulary topics during six sequential lectures. The distinction between the groups was that the experimental group was involved in TBLT activities at the same time as the control group was not prerequisite to implement any tasks. After the treatment periods, both groups were provided with the post-test. Then, the results were investigated statistically, using statistical package for science services (SPSS) and (Microsoft Excel 2007). They confirmed the first and second but disconfirmed the third hypothesis. The significant difference was discovered amid the groups in favor of the experimental group learners. The negligible difference between the groups were seen on the part of the learners in the experimental group. As an outcome, the study ends up with findings that permit the researcher to suggest further studies and propose some recommendations for the English foreign language teachers in general to implement the TBLT techniques in their classroom performs, and syllabus designers combine precepts and processes of TBLT in the students' book and teachers' guide. Keywords: Task, Task-Based Language Teaching, Vocabulary, Learning Vocabulary,Teaching Vocabulary.