چکیده:
This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in the repetition of outputgeneration tasks. However, before the second performance of the task, the ETR group received input coupled with metapragmatic information, the ITR group received visually enhanced input coupled with a consciousness raising task, and the NTR group received no input. The results of a written discourse completion test (WDCT) revealed statistically significant gains in the learners’ performance from the pretest to the posttest in the ETR and ITR groups, but not in the NTR group. Moreover, the analysis of differences across the groups in the posttest revealed the superiority of the ETR over the ITR and NTR groups. The results suggest that output-based task repetition cannot enhance EFL learners’ speech act production ability unless learners are provided with input before the second performance of the task. Also when explicit and implicit instructional methods are integrated with output-based task repetition, the explicit approach is more effective than its implicit counterpart.
خلاصه ماشینی:
"The results suggest that output-based task repetition cannot enhance EFL learners’ speech act production ability unless learners are provided with input before the second performance of the task.
Following this line of research, the present study was designed to examine the effects of output-based task repetition accompanied by input plus metapragmatic information, visually enhanced input plus consciousness raising (CR), and no input on EFL learners’ speech act production.
Based on the purpose of the study, the following research question was formulated: Do different task repetition conditions (ETR, ITR, and NTR) have differential effects on EFL learners’ speech act production?
(رجوع شود به تصویر صفحه) These results lead to the following answer to the research question of ‘Do different task repetition conditions (ETR, ITR, and NTR) have differential effects on EFL learners’ speech act production?’ The answer is confirmative.
5. Discussion The present study investigated the effects of output-based task repetition accompanied by input plus metapragmatic information, visually enhanced input plus CR, and no input on EFL learners’ speech act production.
The results indicated that output- based task repetition could improve the learners’ speech act production ability when there was explicit instruction more than when there was implicit instruction before the second performance of the task.
The scenarios, output, visually enhanced input, CR and form-comparison activities were expected to increase the salience of the pragmatic aspects of the input the learners received in the ITR group and to make implicit instruction as effective as explicit teaching."