An Output Task of English Drama Performance and its Effects on Incidental L2 Vocabulary Learning: An Experimental Study

Abstract

This pedagogical practice described in this study is to analyze L2 learners’ attitude and vocabulary outcomes based on an output task of introducing English drama performance into classroom teaching. In the controversial context of Swain's (1985) ‘output Hypothesis’ and Krashen’s (1985) ‘input hypothesis’, this paper discusses the rational, motivation, and ramifications of joining this output task study. It can be learned from the study that almost one third of learners lost motivation and interest after this task. When divided the participants into three groups of HPL, IL and LL. The former two groups performed better in vocabulary gain post this task and sustain a good retention in target words after two months. The LL group performed a relatively unexpected low result in vocabulary learning. The reason assumed for this is that the acceptability and processability of materials for this task is crucial for learners to modify original output to reprocessed forms of using target words which determines whether they could benefit or not from this task. This study also suggests part of the findings is compatible with Swain's (1985) ‘output Hypothesis’.

Keywords: task, output, motivation, acceptability, processability, vocabulary gain