The Effects of Combining Task Repetition with Immediate Post-Task Transcribing on L2 Learners' Oral Narratives

Autor/inn/en	Hassanzadeh-Taleshi, Mobin; Yaqubi, Baqer; Bozorgian, Hossein
Titel	The Effects of Combining Task Repetition with Immediate Post-Task Transcribing on L2 Learners' Oral Narratives
Quelle	In: Language Learning Journal, 51 (2023) 2, S.133-144 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hassanzadeh-Taleshi, Mobin) ORCID (Yaqubi, Baqer) ORCID (Bozorgian, Hossein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1901967
Schlagwörter	Oral Language; Task Analysis; Teaching Methods; Second Language Learning; Second Language Instruction; Comparative Analysis; Accuracy; Language Fluency; Measures (Individuals); Discourse Analysis; Transcripts (Written Records); English (Second Language); Drills (Practice); Language Teachers; Teacher Education Programs; Foreign Countries; Cartoons; Language Proficiency; Language Tests; Speech Communication; Student Placement; Native Language; Indo European Languages; Iran + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Messdaten; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Zeichentrickfilm; Language test; Sprachtest; Schülerpraktikum; Indoeuropäisch
Abstract	This study aimed to examine the effects of combining task repetition with immediate post-task transcribing (TRIPT) on L2 learners' immediate and delayed oral repetitions of the same task in terms of complexity, accuracy, and fluency (CAF). For this purpose, 38 intermediate Iranian learners were randomly assigned to two groups: TRIPT and task repetition (TR). The learners in both groups were asked to perform an oral narrative task individually with a researcher present. Those in the TR group were asked to repeat the task immediately after their first performance while those in the TRIPT group were asked to transcribe their first performance before repeating the task. Participants in both groups then repeated the same oral narrative task after a week. The learners' performances were recorded, transcribed, coded, and analysed by the researchers for CAF measures. The results showed that in both immediate and delayed repetitions, there were no significant differences between the performances of learners in the TRIPT group and those in the TR group with respect to CAF measures. The finding is pedagogically important as it shows that for improving the qualities of oral performance, post-task transcribing may need to be integrated with further pedagogical interventions to ensure L2 development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01