Meaning-focused output and meaning-focused input: The case of passive and active vocabulary learning

Abstract

The current study aimed at investigating how meaning-focused input and output activities affect active and passive vocabulary learning. The participants of the study were 38 intermediate level male students within the age range of 18 to 25 in a Language School in Tehran. Data were collected through administration of Oxford Placement Test (OPT), a vocabulary pre-test and immediate vocabulary post-test. The collected data were analyzed using the statistical test of MANOVA. The results showed that both meaning-focused output and meaning-focused input had positive and significant effect on the active and passive vocabulary learning. It was also found that there was no significant difference between the meaning-focused input and output in terms of their effects on active and passive vocabulary learning. The results of the study and its implications are discussed in the paper.