For a Task-Based Pedagogy in a Medical Course to Foster Vocabulary and Aural Comprehension

This study aims to explore the students’ perceptions about the strategies adopted when coping with lexical meaning related to medical vocabulary and the obstacles they face during listening-based tasks. To achieve this objective, the study deploys a quantitative approach in the form of a questionnaire applied to a sample of 40 students in the first year pharmacy branch at Farhat Abbas University, Setif. The main upshot displays convergent insights about the restricted use of listening strategies when manipulating vocabulary comprehension, in addition to poor textual and linguistic knowledge, and mismatch of tasks with the students’ level. The study concludes that the transition from exploration to experimentation is recommended for further investigation.