چکیده:
The purpose of the current study was to explore the effects of different corrective feedback (CF) conditions on Iranian EFL learners’ spoken general accuracy and breakdown fluency and their relationships. Consequently, four pre-intermediate intact classes were randomly selected as the control, delayed explicit metalinguistic CF, extensive recast, and intensive recast groups; these groups participated in spoken reproduction tasks for six sessions and their errors were treated differently. Then, the data was transcribed, coded for accuracy and fluency, and analyzed. The results indicated that the different CF conditions had insignificant effects on the number of error free Analysis of Speech (AS)-units, as an index of the spoken general accuracy. Considering the fluency, although different CF conditions had insignificant effects on the number of pauses the participants produced, it had a significant effect on the whole number of pauses; there was a significant correlation between participants' pauses and the whole number of pauses, with a medium effect size. The correlations between the general accuracy and breakdown fluency of all groups were negative and insignificant. In addition, different CF conditions had insignificant effects on the relationship between the accuracy and fluency. These findings suggest that there is no trade-off between spoken general accuracy and breakdown fluency. In addition, different CF conditions have insignificant effects on the EFL learners' spoken general accuracy, breakdown fluency, and their relationships.
خلاصه ماشینی:
The results indicated that the different CF conditions had insignificant effects on the number of error free Analysis of Speech (AS)-units, as an index of the spoken general accuracy.
1. Focus on form and corrective feedback (CF) According to Doughty and Williams (1998), the current interest in focus on form is inspired by the findings of immersion and naturalistic acquisition stud- ies (Harley & Swain, 1984) that suggest when classroom second language learn- ing is entirely experiential and meaning focused, some linguistic features do not develop to target like level.
The first one was to ex- amine the different effects of different corrective feedback (CF) types, as a focus on form, on Iranian EFL learners’ general accuracy, operationalized as error free AS-units, and breakdown fluency, operationalized as pauses.
The results of the one-way ANOVA used to analyze the spoken breakdown fluency, based on the number of pauses the participants produced, revealed that there were significant differences among groups in session one (F3, 60 = 3.
They are also in line with Rahimpour, Salimi, and Farrokhi’s (2012) study, investigating the effects of intensive and extensive focus on form strategies on female pre- intermediate EFL learners’ oral accuracy, which revealed no differences be- tween the performances of two groups in terms of the accuracy in oral narra- tive task.
Considering the nature of the trade-off, the results of the correlational analyses, based on all groups’ spoken production in all sessions of the study, revealed a negative and insignificant correlation be- tween general accuracy, error free AS-units, and breakdown fluency, pauses.