An Exploratory Study into Trade-Off Effects of Complexity, Accuracy, and Fluency on Young Learners' Oral Task Repetition

Autor/inn/en	Sample, Evelyn; Michel, Marije
Titel	An Exploratory Study into Trade-Off Effects of Complexity, Accuracy, and Fluency on Young Learners' Oral Task Repetition
Quelle	In: TESL Canada Journal, 31 (2014), S.23-46 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Oral Language; Language Fluency; Task Analysis; Accuracy; Guidelines; English (Second Language); Second Language Learning; Second Language Instruction; Correlation; Qualitative Research; Familiarity; Foreign Countries; Elementary School Students; Asians; Teaching Methods; Linguistic Theory; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Richtlinien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Qualitative Forschung; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Unterrichtserfolg; Hongkong
Abstract	Studying task repetition for adult and young foreign language learners of English (EFL) has received growing interest in recent literature within the task-based approach (Bygate, 2009; Hawkes, 2012; Mackey, Kanganas, & Oliver, 2007; Pinter, 2007b). Earlier work suggests that second language (L2) learners benefit from repeating the same or a slightly different task. Task repetition has been shown to enhance fluency and may also add to complexity or accuracy of production. However, few investigations have taken a closer look at the underlying relationships between the three dimensions of task performance: complexity, accuracy, and fluency (CAF). Using Skehan's (2009) trade-off hypothesis as an explanatory framework, our study aims to fill this gap by investigating interactions among CAF measures. We report on the repeated performances on an oral spot-the-difference task by six 9-year-old EFL learners. Mirroring earlier work, our data reveal significant increases of fluency through task repetition. Correlational analyses show that initial performances that benefit in one dimension come at the expense of another; by the third performance, however, trade-off effects disappear. Further qualitative explanations support our interpretation that with growing task-familiarity students are able to focus their attention on all three CAF dimensions simultaneously. (As Provided).
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Update	2020/1/01