The Effect of Using of TBLT on Vocabulary Learning by Deaf or Hard of Hearing Learners

Ali M. Fazilatfar, Maryam Afzali


The aim of the present study was to investigate the effect of Task-Based Language Teaching (TBLT) on the learning of new lexical items by Deaf and Hard of Hearing (DHH) learners. For this purpose, 30 beginner learners, studying English in the first grade of high school in two exceptional learners’ education centers in Yazd, Iran were selected. They were divided into two groups: experimental and control groups. The experimental group received Task Based Language Teaching (TBLT) treatment within which new lexical items were taught through different techniques based on form-focused task design. In the control group, the learners were learning the vocabulary items through the traditional method of Grammar Translation Method (GTM). Firstly a pre-test based on pictures was given to DHH learners. After 9 sessions of treatment, each lasted 30 minutes, a post-test was given to learners. T-test was used to analyze the data collected. The results showed that there was a significant difference between experimental and control groups. From different perspectives, the implication of this study can be discussed. This study can open an opportunity for teachers of DHH learners to experience some teaching methods not usually used in exceptional educational curriculum. Furthermore, these methods may be of high potentials for exceptional learners.

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