چکیده:
Researchers have extensively studied phenomena that affect a second language learner’s oral production while there is scant evidence about input-related factors. Accordingly, the present study sought to investigate how variation in oral production is caused by the input they receive from different course materials. To this end, the study included a micro-evaluation study of three course materials and a quasi-experimental pretest-posttest design with three groups of participants (N = 72) instructed with three different course materials (New Headway, American English File, and Top Notch & Summit). Speech samples elicited through picture-cued oral narrative tasks at three data collection times were quantitatively assessed for complexity, accuracy, and fluency (CAF). A one-way Multivariate Analysis of Variance (MANOVA) was used to compare the means of CAF scores. With respect to pretest-posttest differences on measures like the average number of subordinate clauses per AS-unit for grammatical complexity, “D” index for lexical complexity, percentage of error-free clauses for accuracy, and number of dysfluencies for fluency, the results indicated that different course materials have insignificant effects on the variation in grammatical complexity but a clear effect on the variability in lexical complexity, accuracy, and fluency. Micro-evaluation of the three course materials revealed that this variability might well be attributed to the characteristics of the speaking tasks in the textbooks. One important implication is that EFL materials developers can provide the learners with the experience of speaking tasks with particular features if they want to promote gains in a special dimension of oral performance (e.g., fluency).
خلاصه ماشینی:
Input-induced Variation in EFL Learners’ Oral Production in Terms of Complexity, Accuracy, and Fluency 1 Mehdi Karami 2 Manoochehr Jafarigohar*IJEAP- 1806-1232 3 Zia Tajeddin 4 Afsar Rouhi Abstract Researchers have extensively studied phenomena that affect a second language learner’s oral production while there is scant evidence about input-related factors.
Nevertheless, an investigation of the assessment scales of language proficiency (ACTFL, 2012, Council of Europe, 2001; IELTS, 2007) and the frameworks for speaking assessment (Fulcher, 2003) reveals that lexical and grammatical complexity, accuracy, and fluency (CAF) are the most relevant linguistic components of the construct of oral production that have become widely available as dependent variables in L2 research since the 1990s (Housen & Kuiken, 2009).
One research hypothesis formulated in the study by Tavakoli and Foster (2008) was that similar patterns of results associated with lexical diversity, accuracy, and fluency of oral production would be obtained for learners based within the target language environment (London) and those based outside it (Tehran).
Although these studies reveal that exposure to input in natural language learning conditions (SA) can be more effective than FI settings (AH) in improving oral production, especially for fluency and accuracy, many other questions remain regarding what roles various kinds of instructions, input, and contexts can play in this regard.
Thus, in response to research question four, these results along with the results of the micro-evaluation of the speaking tasks, which revealed American English File and Top Notch & Summit are more fluency- oriented, show that the variation observed in the fluency of EFL learners’ oral production was to a large extent induced by different course materials.