The Effects of Different Task Sequences on Novice L2 Learners' Oral Performance in the Classroom

Autor/in	Kim, Nayoung
Titel	The Effects of Different Task Sequences on Novice L2 Learners' Oral Performance in the Classroom
Quelle	In: Language Teaching Research, 27 (2023) 2, S.415-440 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Nayoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820937548
Schlagwörter	Task Analysis; Native Language; Second Language Learning; Second Language Instruction; Oral Language; Comparative Analysis; Logical Thinking; Vocabulary Development; Undergraduate Students; Private Colleges; Foreign Countries; Teaching Methods; Syntax; Language Fluency; Accuracy; English (Second Language); South Korea + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Privathochschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Korea; Republik
Abstract	This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify-stabilize-automatize-restructure-complexify) model, and two sets of task sequences were manipulated based on a teacher's inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-led guided planning with content for the resource-dispersing dimensions. Pretest and posttest of syntactic complexity, accuracy, and fluency were used as the main data. The analysis showed that the TC group outperformed the GPV and GPC groups significantly in increasing overall syntactic complexity, and the GPV group outperformed the GPC group significantly in improving speed fluency. Both sequencing TC and GPV tasks significantly increased syntactic complexity and speed fluency. Sequencing TC tasks decreased accuracy and increased dysfluency, whereas sequencing GPV tasks increased accuracy and decreased dysfluency. Meanwhile, sequencing GPC tasks did not produce overall positive effects on oral performance compared with the two other groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01