Literaturnachweis - Detailanzeige
Autor/inn/en | Ahmadian, Mohammad Javad; Tavakoli, Mansoor |
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Titel | The Effects of Simultaneous Use of Careful Online Planning and Task Repetition on Accuracy, Complexity, and Fluency in EFL Learners' Oral Production |
Quelle | In: Language Teaching Research, 15 (2011) 1, S.35-59 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-1688 |
DOI | 10.1177/1362168810383329 |
Schlagwörter | Task Analysis; English (Second Language); Second Language Learning; Language Fluency; Oral Language; Statistical Analysis; Foreign Countries; Second Language Instruction; Language Tests; Narration; Films; Language Processing; Listening Comprehension; Internet; Iran Aufgabenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Ausland; Fremdsprachenunterricht; Language test; Sprachtest; Film; Sprachverarbeitung; Hörverständnis |
Abstract | This article reports on a study that was primarily aimed at investigating the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the oral production of learners of English as a foreign language (EFL). The effects of four planning and task repetition conditions (i.e. careful online planning without task repetition, pressured online planning with task repetition, careful online planning with task repetition, and pressured online planning without task repetition) on learners' accuracy, complexity, and fluency in producing English language were investigated. Iranian intermediate-level EFL learners (n = 60) were randomly selected and assigned to the four task conditions. The results obtained from one-way ANOVAs revealed that the opportunity to engage simultaneously in careful online planning and task repetition enhances accuracy, complexity, and fluency significantly. The obtained results also have some implications for teachers and practitioners in EFL context. (Contains 7 tables and 2 notes.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |