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Development of English oral proficie...

Kanda, Makiko.

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Development of English oral proficiency among Japanese high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Development of English oral proficiency among Japanese high school students./
作者:	Kanda, Makiko.
面頁冊數:	534 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3745812
ISBN:	9781339388861

Development of English oral proficiency among Japanese high school students.
Kanda, Makiko.

Development of English oral proficiency among Japanese high school students. - 534 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Temple University, 2015.

This study is a longitudinal study that investigated the development of English oral proficiency---complexity, accuracy, and fluency---under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data.

ISBN: 9781339388861Subjects--Topical Terms:

3172512
Foreign language education.

Development of English oral proficiency among Japanese high school students.
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245 1 0 $a Development of English oral proficiency among Japanese high school students.
300 $a 534 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: David Beglar.
502 $a Thesis (Ed.D.)--Temple University, 2015.
520 $a This study is a longitudinal study that investigated the development of English oral proficiency---complexity, accuracy, and fluency---under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data.
520 $a The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries.
520 $a The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance.
520 $a In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year.
520 $a The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English.
520 $a If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
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