A Comparison over Complexity, Accuracy, and Fluency in a Task Supported Language Teaching Setting

Autor/inn/en	Ercin, Nalan; Altay, Mehmet
Titel	A Comparison over Complexity, Accuracy, and Fluency in a Task Supported Language Teaching Setting
Quelle	In: Journal on English Language Teaching, 10 (2020) 1, S.30-44 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Accuracy; Second Language Learning; Second Language Instruction; English (Second Language); Task Analysis; Comparative Analysis; Native Speakers; College Preparation; Teaching Methods; Instructional Effectiveness; Language Processing; Undergraduate Students; Computational Linguistics; Foreign Countries; Language Fluency; Learning Strategies; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Sprachverarbeitung; Linguistics; Computerlinguistik; Ausland; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Türkei
Abstract	The axis of task research has shifted from task design to task planning, and rehearsal as a pre-task planning has been less touched upon throughout the history of the Second Language Acquisition (SLA); therefore, the current research was set around task rehearsal after Present-Practise-Product (PPP) model instruction in the task-supported language setting. This quasi-experimental study reported in this paper aims to explore EFL learners' task performance in a task-supported language teaching setting across the eight weeks by comparing their productive skills with that of their native counterparts. The study took place in the preparatory school at Kocaeli University. The in-class tasks were a rehearsal of the task assignments and their essentials. In the aim of attaining the goals of the study, EFL learners' linguistic outcomes of task performance were compared with native norms with the use of SPSS. The results of this study imply that task-supported language teaching is partially effective in increasing task performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01