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首页> 外文学位 >Effects of procedural content and task repetition on accuracy and fluency in an EFL context.
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Effects of procedural content and task repetition on accuracy and fluency in an EFL context.

机译：在EFL环境中，过程内容和任务重复对准确性和流利性的影响。

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摘要

Task-supported language teaching can help provide L2 learners communicative practice in EFL contexts. Additionally, it has been suggested that repetition of tasks can help learners develop their accuracy and fluency (Bygate, 2001; Gass, Mackey, Fernandez, & Alvarez-Torres, 1999; Lynch & Maclean, 2000). The purposes of the study were to investigate the effects of procedural, content, and task repetition on accuracy and fluency, and examine whether there were differential effects between procedural, content, and task repetition on accuracy and fluency. Ninety-two EFL learners consisting of non-English majors were separated into a procedural repetition (n=37), content repetition (n=28), and task repetition group ( n=27). Each group was given a pretest, three treatment tasks, an immediate posttest, and a delayed posttest. The treatment and test tasks were designed to elicit the use of the past simple tense. During treatment, the procedural repetition group engaged in three tasks had the same procedures but different content. The content repetition group engaged in three tasks that had the same content but different procedures. The task repetition group performed three tasks that had identical procedures and content. The test tasks were film retell tasks where learners were asked to watch a film and retell its story. Learners' performances on the film retell tasks were voice recorded and transcribed and later analyzed for global accuracy and fluency, and past simple accuracy and fluency. Results revealed that the procedural repetition group improved on the accuracy of the past simple tense. The content repetition group improved with regards to global fluency but its past simple accuracy scores declined. The task repetition group did not show any major changes. In addition, it was found that the procedural repetition group scored higher on past simple accuracy than the content repetition group on the posttest. Furthermore, the content repetition group scored higher on global fluency than the task repetition. Discussion of the findings and pedagogical implications are described.
机译：任务支持的语言教学可以帮助第二语言学习者在EFL环境中进行交际练习。另外，有人建议重复任务可以帮助学习者提高他们的准确性和流利程度（Bygate，2001； Gass，Mackey，Fernandez和Alvarez-Torres，1999； Lynch和Maclean，2000）。本研究的目的是调查程序，内容和任务重复对准确性和流利性的影响，并检查程序，内容和任务重复对准确性和流利性是否有差异。包括非英语专业的92名EFL学习者被分为程序重复（n = 37），内容重复（n = 28）和任务重复组（n = 27）。每组都接受了前测，三项治疗任务，立即后测和延迟后测。处理和测试任务旨在引起过去简单时态的使用。在治疗过程中，执行三个任务的程序重复小组的程序相同，但内容不同。内容重复小组执行的三个任务具有相同的内容，但过程不同。任务重复小组执行了三个具有相同过程和内容的任务。测试任务是电影复述任务，要求学习者观看电影并复述故事。学习者在电影复述任务中的表演被录音并转录，随后进行整体准确性和流利性分析，以及过去的简单准确性和流利性分析。结果显示，程序重复组在过去简单时态的准确性上有所提高。内容重复组在整体流利性方面有所改善，但其过去的简单准确性得分却有所下降。任务重复组没有任何重大变化。此外，还发现，程序重复组在过去的简单准确性上的得分高于后测中的内容重复组。此外，内容重复组在整体流利性方面的得分高于任务重复。描述了对发现的讨论和教学意义。

著录项

  • 作者

    Patanasorn, Chomraj.;

  • 作者单位

    Northern Arizona University.;

  • 授予单位 Northern Arizona University.;
  • 学科 Language Linguistics.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 202 p.
  • 总页数 202
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 新闻学、新闻事业;
  • 关键词

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