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Though extensive work has been appropriated to probing different perspectives of task-based instruction and its usefulness in pedagogy, it still seems that meager heed has been given to the implications of task complexity for the acquisition and retention of vocabulary, among other language components. In an attempt to bridge this ostensible gap, the researchers in the present study strived to find the would-be effects of task-complexity-based incidental vocabulary instruction on learners’ vocabulary learning. The study was conducted with sixty Iranian academic learners, and the instruments used were Nelson Test and English Vocabulary in Use Elementary Level Test. Based on the findings gained through running t-test analysis, experimental group participants were found to have made a significant improvement apropos vocabulary performance as a result of treatment via task-complexity-based instruction

On the Effect of Task-Complexity-Based Instruction of Incidental Vocabulary on Iranian Academic Learners’ Vocabulary Learning