GENDER-INDUCED DIFFERENCES IN TASK-COMPLEXITY-BASED INSTRUCTION OF INCIDENTAL VOCABULARY: THE CASE OF IRANIAN ACADEMIC LEARNERS

The researchers in the current study were after finding the viable interrelationship between elementary Iranian academic individuals' gender and their performance in terms of vocabulary learning as a result of task-complexity-based incidental vocabulary instruction. The study was conducted with sixty Iranian academic learners, and the instruments used were Nelson Test, English Vocabulary in Use Elementary Level Test, and Basic Tactics for Listening. Based on the findings, while the effect of gender on learners' performance was quite significant for the experimental group participants (on both pretest and posttest), no such significant difference was found to be at work regarding the relationship between the control group participants' gender and their performance on the vocabulary pretest and posttest.