Effects of task repetition with grammatizing on oral task performance and knowledge development

IF 0.9 Q2 LINGUISTICS

Australian Review of Applied Linguistics Pub Date : 2024-05-06 DOI:10.1075/aral.23031.khe

Sima Khezrlou

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引用次数: 0

Abstract

This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Immediately after performing a narrative task, the TR+GR and GR learners were required to restore the target structure, namely the English regular past tense, which had been deleted in a grammatized text. Learners in the TR group received no grammatization, and only the TR+GR and TR groups repeated the same task twice. Results revealed that although both TR conditions led to enhanced receptive knowledge, the TR+GR performed better than the TR in fostering learners’ receptive knowledge and improving accuracy and productive knowledge at a delayed posttest. The GR group improved their receptive knowledge in the immediate posttest, but this improvement tailed off in the delayed posttest. Lastly, the TR+GR group could also improve the complexity and accuracy of their narrative task performances–albeit at the expense of fluency.

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任务重复与语法化对口语任务表现和知识发展的影响

本研究比较了任务重复（TR）、任务重复与语法化（TR+GR）和语法化与无任务重复（GR）对 94 名 EFL 学习者口语任务表现的影响。我们从复杂性、准确性和流畅性以及接受性知识（通过纠错测试测量）和生产性知识（通过句子级口语制作测试测量）的发展两方面对学员的制作进行了测量。在完成叙事任务后，TR+GR 和 GR 学习者需要立即恢复目标结构，即在语法化文本中被删除的英语常规过去时。TR 组的学习者没有接受语法化训练，只有 TR+GR 组和 TR 组的学习者重复了两次相同的任务。结果表明，虽然两种 TR 条件都能增强接受知识，但在延迟后测中，TR+GR 在促进学习者接受知识、提高准确性和生产知识方面的表现优于 TR。GR 组在即时后测中提高了他们的接受知识，但在延迟后测中，这种提高有所减弱。最后，TR+GR 组还能提高叙事任务表演的复杂性和准确性--尽管这是以牺牲流畅性为代价的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.