A Reappraisal of the 4/3/2 Activity

Autor/in	Boers, Frank
Titel	A Reappraisal of the 4/3/2 Activity
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 45 (2014) 3, S.221-235 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214546964
Schlagwörter	Time Factors (Learning); Teaching Methods; English (Second Language); Second Language Instruction; Adult Learning; Language Fluency; Instructional Effectiveness; Repetition; Speech Communication; Learning Activities; Oral Language; Foreign Countries; Immigrants; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Adulte education; Adult training; Erwachsenenbildung; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Wiederholung; Lernaktivität; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Immigrant; Immigrantin; Immigranten; Statistische Analyse; Neuseeland
Abstract	In the 4/3/2 activity learners deliver the same talk three times under increasing time pressure. The activity is intended first and foremost to foster fluency, but accuracy and complexity have also been said to benefit from this activity. The present study investigates whether immediate repetition of monologues under increasing time pressure really brings about linguistic improvements beyond fluency. Ten adult ESL learners delivered two talks three times, one talk with and the other without increasing time pressure. Fluency improved under both task conditions, but the potential of task repetition to bring about improvements in accuracy appeared to be compromised by the increasing time pressure. A strikingly high amount of verbatim duplication of word strings from the participants' first version of their monologues in subsequent versions helps to account for the fluency gains and also for the lack of improvement in other linguistic aspects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10