The Effects of Task Repetition on Child EFL Learners’ Oral Performance

IF 0.5 0 LANGUAGE & LINGUISTICS
Bo Sun, A. Révész
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引用次数: 3

Abstract

While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’ first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.
任务重复对儿童英语学习者口语表现的影响
虽然任务重复在任务基础研究中的作用备受关注,但很少有研究考察任务重复对儿童第二语言学习者的影响。此外,精确任务重复对儿童学习者语言表现领域之间权衡效应的影响尚不清楚。为了填补这一空白,我们调查了任务重复对40名中国英语学习者口语产出的影响。孩子们重复同样的讲故事任务三次,他们的表现记录被编码为语言的复杂性,准确性和流畅性。复杂性表现为整体复杂性、从属复杂性和短语复杂性。我们用加权条款比率和错误比例来评估准确性。流畅度通过修复和故障流畅度测量来衡量。Wilcoxon符号秩检验揭示了任务重复对流利性和准确性的积极影响。在参与者第一次表演时观察到的权衡效应在第三次复述时有所下降。这些结果支持了Skehan(1998)的有限能力模型,并表明任务重复在被指导的儿童第二语言语境中是一种有用的教学工具。
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来源期刊
Canadian Journal of Applied Linguistics
Canadian Journal of Applied Linguistics LANGUAGE & LINGUISTICS-
CiteScore
1.00
自引率
0.00%
发文量
20
审稿时长
52 weeks
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