Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill

Autor/inn/en	Bagheri, Mehdi; Hadian, Bahram; Vaez-Dalili, Mehdi
Titel	Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.81-98 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Audiolingual Methods; Instructional Effectiveness; Communicative Competence (Languages); Comparative Analysis; Speech Communication; Advanced Students; Foreign Countries; Language Tests; Student Attitudes; Rote Learning; Oral Language; Native Language; Drills (Practice); Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fortgeschrittener; Ausland; Language test; Sprachtest; Schülerverhalten; Mechanisches Lernen; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	The present study intended to examine the effectiveness of the Vaughan method for the development of EFL learners' speaking skill. The Vaughan method was compared with two other methods, namely the Audiolingual method and communicative language teaching with regard to the development of learners' speaking skill. In a quasi-experimental design, three intact classes of 90 advanced Iranian EFL learners were given a speaking pretest. Subsequently, the learners were taught with these three methods, and the learners were administered a speaking posttest. A posthoc Scheffe test showed that the learners in the Vaughan class had performed significantly higher in comparison to the learners in the Audiolingual class, but there was no significant difference between the Vaughan method and the communicative language teaching class in terms of developing the learners' speaking skill. Additionally, a questionnaire was administered to the Vaughan class to obtain learners' attitudes towards the effectiveness of this method for the development of their speaking skill. Finally, the learners in the Vaughan class were interviewed. The results of both the questionnaire and the interview indicated that the learners believed that explicit error correction, as a major tenet of the Vaughan method, had a significant influence on their speaking skill. (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