東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of procedural content and ta...

Patanasorn, Chomraj.

FindBook

Google Book

Amazon

博客來

Effects of procedural content and task repetition on accuracy and fluency in an EFL context.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of procedural content and task repetition on accuracy and fluency in an EFL context./
作者:	Patanasorn, Chomraj.
面頁冊數:	202 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3908.
Contained By:	Dissertation Abstracts International71-11A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425554
ISBN:	9781124265162

Effects of procedural content and task repetition on accuracy and fluency in an EFL context.
Patanasorn, Chomraj.

Effects of procedural content and task repetition on accuracy and fluency in an EFL context. - 202 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3908.

Thesis (Ph.D.)--Northern Arizona University, 2010.

Task-supported language teaching can help provide L2 learners communicative practice in EFL contexts. Additionally, it has been suggested that repetition of tasks can help learners develop their accuracy and fluency (Bygate, 2001; Gass, Mackey, Fernandez, & Alvarez-Torres, 1999; Lynch & Maclean, 2000). The purposes of the study were to investigate the effects of procedural, content, and task repetition on accuracy and fluency, and examine whether there were differential effects between procedural, content, and task repetition on accuracy and fluency. Ninety-two EFL learners consisting of non-English majors were separated into a procedural repetition (n=37), content repetition (n=28), and task repetition group ( n=27). Each group was given a pretest, three treatment tasks, an immediate posttest, and a delayed posttest. The treatment and test tasks were designed to elicit the use of the past simple tense. During treatment, the procedural repetition group engaged in three tasks had the same procedures but different content. The content repetition group engaged in three tasks that had the same content but different procedures. The task repetition group performed three tasks that had identical procedures and content. The test tasks were film retell tasks where learners were asked to watch a film and retell its story. Learners' performances on the film retell tasks were voice recorded and transcribed and later analyzed for global accuracy and fluency, and past simple accuracy and fluency. Results revealed that the procedural repetition group improved on the accuracy of the past simple tense. The content repetition group improved with regards to global fluency but its past simple accuracy scores declined. The task repetition group did not show any major changes. In addition, it was found that the procedural repetition group scored higher on past simple accuracy than the content repetition group on the posttest. Furthermore, the content repetition group scored higher on global fluency than the task repetition. Discussion of the findings and pedagogical implications are described.

ISBN: 9781124265162Subjects--Topical Terms:

1018079
Language, Linguistics.

Effects of procedural content and task repetition on accuracy and fluency in an EFL context.
LDR:03013nam 2200277 4500 001 1399724
005 20110926095508.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124265162
035 $a (UMI)AAI3425554
035 $a AAI3425554
040 $a UMI $c UMI
100 1 $a Patanasorn, Chomraj. $3 1678728
245 1 0 $a Effects of procedural content and task repetition on accuracy and fluency in an EFL context.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3908.
500 $a Adviser: Kim McDonough.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2010.
520 $a Task-supported language teaching can help provide L2 learners communicative practice in EFL contexts. Additionally, it has been suggested that repetition of tasks can help learners develop their accuracy and fluency (Bygate, 2001; Gass, Mackey, Fernandez, & Alvarez-Torres, 1999; Lynch & Maclean, 2000). The purposes of the study were to investigate the effects of procedural, content, and task repetition on accuracy and fluency, and examine whether there were differential effects between procedural, content, and task repetition on accuracy and fluency. Ninety-two EFL learners consisting of non-English majors were separated into a procedural repetition (n=37), content repetition (n=28), and task repetition group ( n=27). Each group was given a pretest, three treatment tasks, an immediate posttest, and a delayed posttest. The treatment and test tasks were designed to elicit the use of the past simple tense. During treatment, the procedural repetition group engaged in three tasks had the same procedures but different content. The content repetition group engaged in three tasks that had the same content but different procedures. The task repetition group performed three tasks that had identical procedures and content. The test tasks were film retell tasks where learners were asked to watch a film and retell its story. Learners' performances on the film retell tasks were voice recorded and transcribed and later analyzed for global accuracy and fluency, and past simple accuracy and fluency. Results revealed that the procedural repetition group improved on the accuracy of the past simple tense. The content repetition group improved with regards to global fluency but its past simple accuracy scores declined. The task repetition group did not show any major changes. In addition, it was found that the procedural repetition group scored higher on past simple accuracy than the content repetition group on the posttest. Furthermore, the content repetition group scored higher on global fluency than the task repetition. Discussion of the findings and pedagogical implications are described.
590 $a School code: 0391.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0290
690 $a 0441
710 2 $a Northern Arizona University. $3 783744
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a McDonough, Kim, $e advisor
790 $a 0391
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425554