Conceptualizing and Implementing the Content of Short Stories as Pedagogic Tasks in Teaching Vocabulary: A Case Study of " English for Iraq" in Intermediate Schools

Abstract

This case study aims to explore the efficacy of conceptualizing and implementing the content of short stories as pedagogic tasks for teaching vocabulary in intermediate schools within the context of "English for Iraq" curriculum. Traditional methods of vocabulary instruction often rely on rote memorization and isolated word lists, which may not facilitate meaningful and contextualized language learning. By utilizing short stories as pedagogic tasks, this study seeks to provide an alternative approach that promotes vocabulary acquisition through engaging narratives and authentic language use. The research methodology employed a qualitative design, incorporating observations, interviews, and pre/post-tests to evaluate the impact of the approach on students' vocabulary development. The study involved a sample of intermediate school students in Iraq, who received instruction through the "English for Iraq" curriculum. The content of short stories, carefully selected to align with the students' language proficiency level, formed the core material for vocabulary instruction. Findings from the study indicate that the reconceptualization and implementation of short stories as pedagogic tasks in teaching vocabulary yielded positive outcomes. Students exhibited increased motivation, engagement, and retention of vocabulary items through exposure to meaningful and context-rich narratives. Furthermore, the approach fostered improved reading comprehension skills and facilitated a deeper understanding of cultural and linguistic nuances embedded within the stories.