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Iranian EFL Learners’ Interactional Competence in Paired Speaking Tasks: An Account of Task Type Variability | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 5، دوره 8، شماره 4، دی 2021، صفحه 111-136 اصل مقاله (1.12 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2020.13807.1695 | ||
| نویسندگان | ||
| Manoochehr Jafarigohar* 1؛ Afsar Rouhi2؛ Shirin Rahimi Kazerooni1 | ||
| 1Faculty Member at Payame Noor University | ||
| 2Faculty Member at University of Mohaghegh Ardabili | ||
| تاریخ دریافت: 24 مرداد 1399، تاریخ بازنگری: 01 آذر 1399، تاریخ پذیرش: 08 آذر 1399 | ||
| چکیده | ||
| The use of paired speaking tasks for the assessment of interactional competence has recently attracted the attention of many scholars in language learning research. The present study aimed at investigating whether task type has any effect on promoting language learners’ interactional competence measured by means of multi-factor qualitative coding of paired speaking tasks. The performances of 92 dyads of conveniently-selected intermediate Iranian EFL learners on four paired speaking tasks were assessed using a rubric developed based on recent models for the scoring of interactional competence. To reveal the factors contributing to interactional competence, confirmatory factor analysis was run rendering the four-factor rubric developed in the present study as a valid measure of interactional competence through paired speaking tasks. In addition, to check the effect of different task types on interactional competence, the researchers calculated ANOVA estimates. Mean difference statistics computed indicated that some significant effect with large effect size existed for task type. Post-hoc comparisons carried out made it clear that from among the four tasks (i.e., Spot-the-difference, Story-completion, Decision-making, and Free-discussion) only the Story-completion task was the source of variability in the scores of interactional competence. The findings are of significance in that they point to the centrality of task type in assessing speaking through paired tasks. The study has certain theoretical and practical implications for foreign language teaching/testing researchers and practitioners. | ||
| کلیدواژه‌ها | ||
| Interactional Competence؛ Paired Speaking Tasks؛ Task Type | ||
| عنوان مقاله [English] | ||
| توانش تعاملی فراگیران ایرانی زبان انگلیسی بعنوان زبان خارجی در تکالیف گفتاری دونفره: توصیفی از تغییرپذیری نوع تکلیف | ||
| نویسندگان [English] | ||
| منوچهر جعفری گهر1؛ افسر روحی2؛ شیرین رحیمی کازرونی1 | ||
| 1عضو هیات علمی دانشگاه پیام نور | ||
| 2عضو هیات علمی دانشگاه محقق اردبیلی | ||
| چکیده [English] | ||
| در سالهای اخیر توجه بسیاری از دانشمندان در تحقیقات مربوط به یادگیری زبان به استفاده از تکالیف گفتاری دونفره به منظور ارزیابی توانش تعاملی معطوف شده است. تحقیق حاضر با هدف بررسی میزان تاثیر نوع تکلیف بر ارتقای توانش تعاملی فراگیران زبان و با روش کدگذاری کیفی چند عاملی در تکالیف گفتاری دونفره به انجام رسیده است. بدین منظور عملکرد 92 زوج از فراگیران ایرانی سطح متوسط زبان انگلیسی بعنوان زبان خارجی که با روش نمونه گیری آسان انتخاب شده بوده اند در چهار تکلیف گفتاری دونفره و براساس یک سیستم نامگذاری بر پایه ی مدلهای جدید نمره دهی توانش تعاملی مورد ارزیابی قرار گرفت. به منظور تبیین عوامل تاثیرگذار بر توانش تعاملی، تحلیل عاملی تاییدی انجام گرفت که منجر به شکل گیری یک سیستم نامگذاری چهارعاملی بعنوان یک مقیاس معتبر از توانش تعاملی در تکالیف گفتاری دونفره گردید. بعلاوه به منظور بررسی تاثیر انواع مختلف تکالیف بر توانش تعاملی، آنالیز واریانس نیز توسط محقیقن حاضر انجام شد. محاسبه ی آماری اختلاف میانگین ها وجود تاثیر معنادار نوع تکلیف را با اندازه اثر بزرگ نشان داد. مقایسه های تعقیبی انجام شده نشان داد که از میان چهار تکلیف (تشخیص تفاوت، تکمیل داستان، تصمیم گیری و بحث آزاد) تنها تکمیل داستان عامل تغییرپذیری در نمرات توانش تعاملی بوده است. یافته های تحقیق از لحاظ اثبات محوریت نوع تکلیف در ارزیابی مهارت گفتاری در تکالیف دونفره حائز اهمیت می باشد. تحقیق حاضر دارای پیام های تلویحی نظری و عملی برای مدرسین و محققین در حوزه ی تدریس و سنجش زبان خارجه می باشد. | ||
| کلیدواژه‌ها [English] | ||
| تکالیف گفتاری دو نفره, توانش تعاملی, نوع تکلیف | ||
| مراجع | ||
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