INTEGRATING INFORMATION GAP ACTIVITIES INTO VOCABULARY TEACHING PRACTICE

Abstract

This article examines effective grouping and pairing strategies for conducting information gap tasks aimed at enhancing students’ vocabulary development. It highlights the pedagogical importance of organizing learners according to knowledge level and shared interests in order to create a supportive and engaging learning environment. The study emphasizes that grouping by proficiency enables teachers to adapt tasks to learners’ needs, while grouping by interests increases motivation and communicative interaction.  Furthermore, the article underlines the necessity of providing clear instructions and constructive feedback during information gap activities. Explicit guidance, the use of visual aids, and real-time as well as post-task feedback are identified as essential components for successful vocabulary reinforcement. The findings suggest that carefully planned grouping, pairing, instruction, and feedback significantly contribute to students’ communicative competence and vocabulary proficiency