ENHANCING STUDENTS’ LEXICAL COMPETENCE USING COGNITIVE AND COMMUNICATIVE TASK-BASED ACTIVITIES
Keywords:
cognitive, communicative, competence, approach, vocabulary, task-based, lexicalAbstract
Lexical competence is a critical component of foreign language proficiency and a key determinant of learners’ communicative readiness in upper-secondary education. This study examines the integration of cognitive strategies with communicative task-based activities to enhance lexical competence among 10th–11th grade English as a Foreign Language (EFL) learners. Drawing on cognitive linguistics, communicative language teaching, and task-based instruction, the article presents a comprehensive methodological framework, detailing cognitive and communicative tasks, task sequencing, and reflective practices. Results indicate improvements in vocabulary retention, lexical accuracy, fluency, learner motivation, critical thinking, and autonomy. Recommendations for practical classroom implementation are discussed.
References
1. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
2. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
3. Evans, V., & Green, M. (2006). Cognitive Linguistics: An Introduction. Edinburgh University Press.
4. Littlewood, W. (2004). Communicative Language Teaching. Cambridge University Press.
5. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
6. Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Palgrave Macmillan.
7. Thornbury, S. (2002). How to Teach Vocabulary. Longman.
