آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,405 |
| تعداد مقالات | 17,241 |
| تعداد مشاهده مقاله | 55,674,663 |
| تعداد دریافت فایل اصل مقاله | 17,858,741 |
The Influence of Affective Variables on the Complexity, Accuracy, and Fluency in L2 Oral Production: The Contribution of Task Repetition | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 8، شماره 17، مهر 2016، صفحه 25-48 اصل مقاله (266.2 K) | ||
| نوع مقاله: Research Paper | ||
| نویسنده | ||
| Mohammad Amiryousefi* | ||
| Assistant Professor of TEFL, University of Isfahan | ||
| چکیده | ||
| The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). A secondary purpose was to test whether task repetition can influence the level of the mentioned affective variables as well as to study its effects on the development of CAF in L2 oral production. To this end, a questionnaire designed to measure the affective variables was given to 142 Iranian female pre-intermediate EFL learners. Then, they were randomly assigned to one of two groups: task repetition or control. The participants in the task repetition group were required to do an interactive story telling task on five occasions, each one week apart. Meanwhile, the participants in the control group were required to perform the task only on occasions one and five at an interval of three weeks. The questionnaire was given to them at the end of the study too. The findings suggest that: (1) learner variables influence the development of L2 proficiency components (CAF) and (2) task repetition can help EFL learners work on their language problems in a familiar setting and hence help them develop their interlanguage. | ||
| کلیدواژهها | ||
| affective variables؛ task repetition؛ complexity؛ accuracy؛ fluency | ||
| مراجع | ||
|
Ahmadian, M. J. (2011). The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task? The Language Learning Journal, 39(3), 269-280.
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, fluency, and complexity of EFL learners’ oral production. Language Teaching Research, 15(1), 35-59.
Amiryousefi, M. (2016a). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer- mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1050-1066.
Amiryousefi, M. (2016b). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Language Learning and Teaching, 1-14.
Amiryousefi, M., & Tavakoli, M. (2014). An empirical study into the effects of Iranian test takers' personal attributes on their TOEFL scores: Reading, writing, and listening in focus. International Journal of Research Studies in Language Learning, 3(6), 35-45.
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). USA: Pearson Education.
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23-48). Essex: Pearson Education Limited.
Bygate, M. (1996). Effect of task repetition: appraising the development of second language learners. In J. Willis, & D. Willis (Eds.), Challenge and change in language teaching. Oxford: Heinemann.
Bygate, M., & Samuda, V. (2005). Integrative planning through the use of task repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37–74). Amsterdam: John Benjamins Publishing Company.
Chu, W. H., Lin, D. Y., Chen, T. Y., Tsai, P. S., & Wang, C. H. (2015). The relationships between ambiguity tolerance, learning strategies, and learning Chinese as a second language. System, 49, 1-16.
Clement, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self- Confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417- 448.
Czwenar, I. (2014). Analyzing spoken language for complexity, accuracy and fluency: Some methodological considerations. In W. Szubko-Sitarek, S. Lukasz, & P. Stalmaszczyk, Language learning, discourse and communication (pp. 81-92). New York and London: Springer.
Dörnyei, Z. (2008). The psychology of the language learner: Individual differences in second language acquisition. England, Mahwah, New Jersey: Lawrence Erlbaum.
Dörnyei, Z. (2000).Motivation in action: Towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70(4), 519-538.
Ellis, R. (2005). Planning and task-based performance:Theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 219-273). Amsterdam: John Benjamins Publishing Company.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang.
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (5th ed.). New York and London: Routledge.
Hawkes, M. L. (2011). Using task repetition to direct learner attention and focus on form. Oxford ELT Journal, 66(3), 327-336.
Hodgson, K. M. (2014). Mismatch: Globalization and native speaker models of linguistic competence. RELC Journal, 45(2) 113–134.
Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. C. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 95-115). New York: Peter Lang.
Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 performance and proficiency. Amsterdam / Philadelphia: John Benjamins Publishing Company.
Huizenga, J., & Huizenga, L. (2000). Can you believe it? Stories and idioms from real life (Book3). Oxford: Oxford University Press.
Jonassen, D. H, & Grabowsky, B. L. (1993). Handbook of individual differences, learning and instruction. Hillsdale, New Jersey Hove and London: Lawrence Erlbaumassociates.
Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195– 210.
Loewen, S. (2015). Introduction to instructed second language acquisition. New York: Routledge.
Long, M. (2015). Second language acquisition and Task-based language teaching. UK: Wiley Blackwell.
Luft, S. (2007). Language classroom risk-taking behavior in a performed culture-based program. Unpublished master's thesis, Ohio State University,Columbus, Ohio.
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-50.
MacIntyre, P., Clement, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Mojavezi, A. (2013). The relationship between task repetition and language proficiency. Applied Research on English Language, 3(1), 29-40.
Murray, G., Gao, X., & Lamb, T. (Eds.) (2011). Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275.
Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467- 479.
Pyun, D. O., Kim, J. S., Cho, H. Y., & Lee, J. H. (2014). Impact of affective variables on Korean as a foreign language learners' oral achievement. System, 47, 53-63.
Rueckert, D. L. (2013). Fostering confidence and risk-taking in MA in TESOL students via community English teaching. TESOL journal, 4(3), 514-533.
Saeedi, M., & Rahimi Kazerooni, S. (2013). The influence of task repetition and task structure on EFL learners' oral narrative retellings. Innovation in Language Learning and Teaching, 8(2)116-131.
Saglamel, H., & Kayaoglu, M. N. (2013). Creative drama: A possible way to alleviate foreign language anxiety. RELC Journal, 44(3), 377 –394.
Samimy, K., & Tabuse, M. (1992). Affective variables and a less commonly taught language: a study in beginning Japanese classes. Language Learning, 42(3), 387-398.
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532.
Vercellotti, M. L. (2015). The development of complexity, accuracy, and fluency in second language performance: A longitudinal study. Applied Linguistics, 1-23.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328.
Yu, B., & Shen, H. (2012). Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross- cultural adaptation. International Journal of Intercultural Relations, 36(1), 72-82.
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164-177.
Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439. | ||
|
آمار تعداد مشاهده مقاله: 2,068 تعداد دریافت فایل اصل مقاله: 3,634 |
||