Incidental Vocabulary Learning and Retention in Education-oriented L2 Communicative Tasks

Vocabulary learning is pivotal for language as it a cross-sectional aspect related to both receptive and productive skills. L2 vocabulary has given way substantial body of research in which the role implicit explicit instruction been central. Bearing mind importance communicative tasks sources learning, this study will explore how presented with context without retained. 39 undergraduate students were assigned each these conditions, after performing task included warm-up activity set 15 target words, they completed word meaning test (post-test) repeated same two weeks. The data gathered was analyzed using quantitative approach. Findings indicate that type context-embedded words more effective retention short term. Nevertheless, multi-word items better identified no-context test, finding supported by previous research. present raises possibility different strategies are used EFL learners, activities may contribute learning.