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Abstract
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The process of vocabulary learning is a continuous challenge for EFL learners; this process can be intentional and incidental. Learning new vocabularies in context of listening and reading is easier and more effective than learning vocabularies detached from context. The present study aimed at finding out the effect of using listening-to-comprehend and listening-to-notice tasks on Iranian EFL learners' incidental vocabulary learning. To do this end, first the homogenized sample’s vocabulary knowledge was tested and then, the intact classes were randomly assigned into different treatments for listening tasks; LN group with listening-to-notice task and LC group with listening-to-comprehend task. By the end of the treatment period the post test of vocabulary knowledge was given to the groups. Applying the paired sample t-tests and independent sample t-tests, it was found that both listening-to-comprehend and listening-to-notice had positive effect on EFL learners' incidental vocabulary learning as well as listening-to-notice task had more positive effect than listening-to-comprehend task in incidental vocabulary learning of EFL learners.
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