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The Effect of Task Complexity and Recast on Iranian Intermediate Learners' Speaking Accuracy and Fluency | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 2، دوره 3، شماره 4، بهمن 2016، صفحه 26-46 اصل مقاله (519.59 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/elt.2019.7622.1189 | ||
| نویسندگان | ||
| Saeed Shamsini1؛ Ali Akbar Farahani Khomeijani* 2 | ||
| 1Kish International Campus of Tehran University | ||
| 2University of Tehran | ||
| تاریخ دریافت: 03 شهریور 1396، تاریخ بازنگری: 21 شهریور 1396، تاریخ پذیرش: 29 بهمن 1397 | ||
| چکیده | ||
| This study attempted to look into the effect of increasing task complexity and the provision of recast in separate experiments on the EFL learners’ oral language production and their fluency and accuracy. For both experiments, oral narrative tasks were used (Heaton, 1975), adjusted in terms of complexity according to Robinson’s Triadic Framework along the +/- reasoning and the +/- few elements dimensions. For the effect of recasts, learners were provided with recasts when performing their oral narrative tasks. The obtained data were subject to repeated measures ANOVA and one-way ANOVA to provide answers to the research questions. Increasing the complexity of the oral narrative tasks led to high accuracy but low fluency, supporting Robinson’s (2011) prediction of the opposite resulting effects of raising task complexity on fluency in L2 production. The provision of recasts, on the other hand, influenced learners’ accuracy and fluency in their oral productions positively by implicitly focusing their attention on the form of their communication. And, comparatively, recasts and task complexity did not differ in terms of their contribution to oral accuracy and fluency, approving their special benefits for each dimension of oral production in isolation. Results are discussed in light of Robinson’s Cognition Hypothesis. Keywords: task complexity; corrective feedback; recast; oral production; accuracy; fluency | ||
| کلیدواژه‌ها | ||
| task complexity؛ recast؛ oral production؛ accuracy؛ fluency | ||
| عنوان مقاله [English] | ||
| بررسی تاثیر پیچیدگی فعالیت کلاسی و بازخورد اصلاحی بر دقت و تسلط بیان شفاهی داستان زبان آموزان سطح متوسطه ایرانی | ||
| نویسندگان [English] | ||
| علی اکبر فراهانی خمیجانی2؛ | ||
| 1پردیس بین الملل کیش دانشگاه تهران | ||
| 2دانشگاه تهران | ||
| چکیده [English] | ||
| در پژوهش حاضر تلاش بر این بوده است که به اثر افزایش پیچیدگی فعالیت کلاسی و ارائه ریکست (recast) در گروه های آزمایشی جداگانه بر تسلط (fluency)و دقت (accuracy)تولید زبان شفاهی زبان آموزان پرداخته شود. برای هر دو گروه آزمایش، فعالیت بیان شفاهی داستان مورد استفاده قرار گرفت (هیتون، 1975(. و چارچوب سه گانه رابینسون در امتداد استدلال +/- و +/- تعداد کمی از عناصر معیار جهت پیچیدگی فعالیت ها بود. برای بررسی اثر recasts، زبان آموزان با recasts هنگام انجام فعالیت بیان شفاهی داستان خود ارائه شدند. داده های به دست آمده توسط اندازه گیری های مکرر ANOVA و نمونه آزمون انووا یک طرفه انالیز شدند تا به به سوالات پژوهش پاسخ ارائه شود. افزایش پیچیدگی فعالیت بیان شفاهی منجر به دقت بالا اما تسلط پایین شد که این نتیجه بر طبق پیش بینی رابینسون از نتیجه منفی افزایش پیچیدگی کار بر روانی تولید L2شفاهی است. ارائه recasts، از سوی دیگر، دقت و تسلط یادگیرندگان در بیان شفاهی خود را به طور مثبت تحت تاثیر قرار داد. و، بررسی موفقیت نسبی recasts و پیچیدگی فعالیت از نظر دقت و تسلط بیان شفاهی هیچ تفاوتی را نشان نداد که خود بیانگر مزایای خاص هر کدام برای هر یک از ابعاد بیان شفاهی است. نتایج بر اساس فرضیه شناختی رابینسون بحث شده است. کلمات کلیدی: پیچیدگی فعالیت، بازخورد اصلاحی، ریکست، بیان شفاهی، دقت، تسلط | ||
| کلیدواژه‌ها [English] | ||
| پیچیدگی فعالیت, بازخورد اصلاحی, بیان شفاهی, دقت, تسلط | ||
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