摘要：This study investigated the effect of one-way and two-way tasks on lexical learning of Iranian pre-intermediate EFL learners. Participants included 40 male and female Iranian EFL learners with the age range of 11-21, at the pre-intermediate level and from two English language institutes. They were assigned to two experimental groups: a one-way-task group and a two-way-task group. Knowledge of the intended lexes was established by a pre-test. The experimental groups underwent different treatments for eight 30-minute sessions during which they told stories based on the picture-cued stories. After the treatment, a post-test and a delayed post-test were administered. The results of the one-way repeated measures ANOVAs indicated that both one-way and two-way tasks had a significant effect on the learning of lexis. Meanwhile, gain scores of pretest, posttest, and delayed posttest were compared using independent samples T-tests. It indicated that two-way tasks, compared to one-way tasks, were more effective in the retention of lexes. The findings of this study could attract the attention of material developers to include one-way and two-way tasks in the books. Teacher trainers and EFL teachers could utilize similar task types in the classroom and could provide EFL learners with an effective way of vocabulary acquisition.
关键词：task-based language teaching; one-way task; two-way task; lexical learning
