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Variables
The dependent variables of the present research of vocabulary teaching by using TBLL. The independent variables are communicative approach and lexical approach. The moderator variables, the special independent variables that may affect the link between the dependent and independent variable, are the materials used during the lesson, the background knowledge of the subjects, the age, level and the culture of the subjects. The control variables are the subjects of the current research. Finally, the intervening variable is the effectiveness of the approaches in teaching vocabulary.
The work’s procedure entails a number of stages.
Stage I.
The researcher is going to have questionnaire in order to identify learners’ knowledge about TBLL and do they use during their education, to know learners’ preference about 2 learning: Content-based and task-based, to find out what kind of it do they know and think the best interesting.
Stage II.
This section is planned to observe the state of the classroom whether the place is decorated properly to create English-speaking atmosphere to the young generation. Customarily, according to the standard, such rooms should be decorated with posters on the walls, pictures, simple words, expressions are needed pictorially, as well as, the maps of that country gives pupils a good opportunity to imagine the position where it is situated. Especially, children like to watch colored, humorous, interesting pictures and it can help them to achieve the goal.
Stage III.
After identifying the subjects’ level the researcher tries to make lesson plan. For it the researcher first of all asks from their teacher what is curriculum plan for this month, then asks orally from the subjects what they want to learn. According to their interests the researcher is going to have 3 lessons in each group. First lesson is based on Content-based learning and teaching with traditional methods. The second and the third lessons are going to be based on Task-based learning. The reason why the researcher is going to do so is to compare two approaches.
Stage VI.
The researcher chooses topics for each lesson of the both groups that are considered interesting, joyful and encouraging. “Pretty colors”, “ It is a school day” “Lovely weather”.
Stage V.
In order to discover the effectiveness of the selected methods, the researcher makes up lesson plans for six lessons in the following:
Lesson I: for GI: In this lesson, the topic is “Pretty colors” here colors and shapes are taught. They make conversations, sing songs, and make headbands with their name.
Stage VI.
Lesson II: for GII: With the help of visual aids, such as pictures the new words are introduced and the shapes are drawn and painted with colored pencils by the learners in order to make them memorize well.
Stage VII.
Lesson III: for GI: In this lesson, the topic “It is a school day!” which is dedicated to learn numbers from 10 to 20 and movements of a body, like look, listen, open and so on. After teacher’s presentation, pupils make dialogues: “-What's twelve plus two? -Fourteen”. They sing songs about the verbs. The pupils play a game; one of the pupils takes part among the circle of the rest learners. Sitting child closes her/his eyes and one of the standing pupil calls her/him by saying “Hello, my friend”, and she/he should find who it is by saying, “She is…, he is…” Through this game, they learn to use the third singular personal pronouns (he, she, and it).
Stage VIII.
Lesson IV: for GII: This group learns words about things in a classroom, such as a book, a pencil, an eraser; teacher shows their pictures and learners try to remember all of them. Then, they draw the pictures of the items. After taking the ready results, they play a game: teacher names an item and pupils have to find it and immediately should touch the thing.
During this lesson, they learn how to introduce themselves; teacher presents the expressions for the speech of the introduction including “I am …, and I am from, I am … years old”
Stage IX.
Lesson V: for GI: The topic of the lesson is about Lovely weather, which pupils get words about seasons, the weather. Teacher presents the expression: “-What is my favorite season? -Winter”. All of them repeat to learn the seasons and give questions to each other. The pupils sing their songs about the seasons after learning by heart with their teachers.
Stage X.
Lesson VI: for GII: This group draws the pictures of the seasons on the sheets of paper; here what to draw is shown: a snowman for winter, the sun for summer, a flower for spring, a leaf for autumn.
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