Investigating the Effect of Noticing on EFL Students' Speaking Accuracy

Autor/inn/en	Navidinia, Hossein; Mobarak, Mohsen; Malekzadeh, Farzaneh
Titel	Investigating the Effect of Noticing on EFL Students' Speaking Accuracy
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Speech Communication; Experimental Groups; Control Groups; Accuracy; Error Analysis (Language); English (Second Language); Second Language Learning; Second Language Instruction; Conversational Language Courses; Pretests Posttests; Communicative Competence (Languages); Foreign Countries; Semantics; Grammar; Phonology; Learning Strategies; Iran + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Semantik; Grammatik; Fonologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The present study aims at investigating the effect of noticing on English as a Foreign Language (EFL) students' speaking accuracy. For so doing, 32 Iranian EFL students were selected and randomly assigned to two conversation classes namely, control and experimental groups. Before the treatment both groups had a speaking pre-test. During 32 sessions of instruction, both classes were taught EFL conversation based on Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help learners notice the input more, the students were asked to record their authentic conversations, presentations, and dialogues in the class. Then, they were asked to transcribe their voices and identify their grammatical, phonological and lexico-semantic errors based on Keshavarz's (1999) Model of Error Analysis. Their teacher also checked their voice files and transcriptions in order to help them identify their errors. After the treatment both groups had a speaking post-test. Then, the number of speaking errors the two groups had in the pre-test and post-test were compared using ANCOVA. The results indicated that the EFL learners in the experimental group had a significantly lower number of speaking errors in the post-test compared with that of the control group which confirmed the positive effect of noticing on EFL students' speaking accuracy. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01