Vocabulary acquisition. Possibilities within the task-based framework

Abstract

This review sets out to supply an overview of the field of vocabulary learning within the task-based framework. First, an outline of vocabulary knowledge in general is drawn and connected to a theoretical background, consisting of influential work from Krashen (1989), Swain and Lapkin (1995) and Long (1996). The lion part of this review is constituted of articles in which different task-based approaches are tested. These are divided into inputbased tasks, communicative tasks and, what is in this review called, production-based tasks. All three approaches show both promising and discouraging results. In addition to these task-type divisions, form focus is analysed. The gathered literature shows that incidental focus on form (FonF) is altogether possible within tasks but that when time is considered, a decontextualized focus on forms (FonFs) seem more effective. Suggestions are made that scholars examine task-based language teaching in its weaker form. This could allow for explicit vocabulary teaching through FonFs whilst still maintaining its meaning-centred core. This was shown to be a success in a study by de la Fuente (2006). Lastly, it is suggested that researchers be detailed in their analyses of what type of tasks relates to what type of vocabulary knowledge, as surveyed literature indicates that different tasks are useful for different purposes.