Functions of Oral Monologic Tasks: Effects of Topic Familiarity on L2 Speaking Performance

Autor/in	Qiu, Xuyan
Titel	Functions of Oral Monologic Tasks: Effects of Topic Familiarity on L2 Speaking Performance
Quelle	In: Language Teaching Research, 24 (2020) 6, S.745-764 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qiu, Xuyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819829021
Schlagwörter	Oral Language; Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Familiarity; English (Second Language); Speech Communication; Accuracy; Language Fluency; Language Usage; Language Processing; Grammar; Undergraduate Students; Foreign Countries; Recall (Psychology); China + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Sprachverarbeitung; Grammatik; Ausland; Abberufung
Abstract	Tasks with different design factors may dissimilarly affect oral production, and thus can be adopted for different pedagogical purposes. However, the functions of task types are not fully explored. To address this gap, this study investigates the influence of content familiarity and task repetition on sixty English as a foreign language learners' speaking performance, in terms of complexity, accuracy, and fluency (CAF). Participants twice performed four monologic tasks, and received stimulated recall interviews. The findings indicate that participants produced structurally more complex speech under familiar conditions, and increased their CAF in task repetition. Furthermore, content familiarity and task repetition may facilitate conceptualization. Task repetition may also direct participants' attention towards lexical choices and grammatical encoding. Moreover, repeating unfamiliar topics effectively increased CAF. The findings suggest content familiarity and task repetition are two dimensions of topic familiarity, and that teachers might consider implementing task repetition when presenting unfamiliar topics to learners. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01