Task-Processing Conditions as Influences on Spoken Language Performance
0
조회
0
다운로드
9
인용
0
참고문헌
키워드
초록
The study investigated the effects of three task-processing conditions on the 18 variables of fluency, complexity, and accuracy in an oral narrative task produced by students of low English proficiency. A 2-by-2-by-2 research plan was designed, with the two familiarity conditions (familiar or unfamiliar story), two planning conditions (with or without 10 minutes of planning time), and two cognitive load conditions (sequenced or jumbled pictures). The results of the MANOVA statistical test were not significant, except for the univariate result of familiarity for subordinate clauses, one of complexity measures (p=.014). Subordinate clauses were produced more in the unfamiliar story conditions, and different types of subordinate clause markers were used in familiar and unfamiliar story conditions. Although the univariate results for planning were not significant (p=.051), students in the planned conditions managed more subject ellipsis than those in the unplanned conditions. These findings address a number of pedagogic issues for teachers and material designers how tasks could be selected and combined under different conditions.
Abstract
The study investigated the effects of three task-processing conditions on the 18 variables of fluency, complexity, and accuracy in an oral narrative task produced by students of low English proficiency. A 2-by-2-by-2 research plan was designed, with the two familiarity conditions (familiar or unfamiliar story), two planning conditions (with or without 10 minutes of planning time), and two cognitive load conditions (sequenced or jumbled pictures). The results of the MANOVA statistical test were not significant, except for the univariate result of familiarity for subordinate clauses, one of complexity measures (p=.014). Subordinate clauses were produced more in the unfamiliar story conditions, and different types of subordinate clause markers were used in familiar and unfamiliar story conditions. Although the univariate results for planning were not significant (p=.051), students in the planned conditions managed more subject ellipsis than those in the unplanned conditions. These findings address a number of pedagogic issues for teachers and material designers how tasks could be selected and combined under different conditions.
참고문헌 (33)
- "The architecture of cognition" (1983), Lawrence Erlbaum Associates
- "Speaking" (1987), Oxford University Press
- "Evidence of a formal schema in second language comprehension", 34(2), pp.87~112 (1984)
- "Interactive approaches to second language reading", pp.73~92 (1988), Cambridge University Press
- "The effect of speech modification and listening proficiency on EFL lecture learning", pp.345~374 (1992)
- "Analysis of SLA task from an activity theory perspective Vygotskian approaches to second language research", pp.173~194 (1994)
- "Planning and interlanguage variation", 11, pp.367~383 (1989)
- "Interlanguage variability in narrative discourse:Style shifting in the use of the past tense", 9, pp.12~20 (1987)
- "A handbook of cognitive psychology" (1984), Lawrence Erlbaum Associates Ltd
- "An introduction to child language development" (1999)
- "The influence of planning and task type on second languageperformance", 18(3), pp.299~324 (1996)
- "The effect of familiarity on the comprehensibility of non-native speech", pp.65~90 (1984)
- "Composition through pictures" (1966), Longman
- "Effects on reading comprehension of building background knowledge", 16(4), pp.503~516 (1982)
- "The effects of pre-task activities on L2 oral performance" (2003), Unpublished doctoral dissertation Lancaster University
- "From intention to articulation" (1989), MIT Press
- "The influence of religion-specific background knowledge on the listening comprehension of adult second-language students", pp.157~170 (1987)
- "The effects of different lengths of time for planning on second languageperformance", 20, pp.83~108 (1998)
- "Planning and focus on form in L2 oral performance", 21, pp.109~148 (1999)
- "Effects on interactional structure", pp.35~56 (1993)
- "Task complexity and second language narrative discourse", 45(1), pp.99~140 (1995)
- "Investigating second language task complexity", 26, pp.62~79 (1995)
- "The preference for self-correction in the organisation of repair in conversation", pp.361~383 (1977)
- "Wrestling with context in interlanguage theory"
- "A framework for the implementation of task-based instruction", 17, pp.38~62 (1996)
- "Second language acquisition research and task-based instruction. Challenge and change in language teaching", pp.17~30 (1996), Heinemann
- Skehan, P, "The influence of planning and post-task activities on accuracy and complexity in task based learning", pp.178~208 (1996)
- "Task type and task processing conditions as influences on foreign language performance", 1(3), pp.185~211 (1997)
- "Listening to the news in the Spanish", 71, pp.18~27 (1987)
- "Planning and second-language narrative production" (1997), Unpublished doctoral dissertation The Temple University
- "Influences on performance in task-based oral assessments. Researching pedagogical tasks: Second language learning, teaching andtesting" (2000)
- "The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production", 24(1), pp.1~27 (2003)
- "Relative knowledge of content domain An influence on native-non-native conversations", pp.397~415 (1991)