The Effect of Task Type and Pre-task Planning Condition on the Accuracy of Intermediate EFL Learners' Writing Performance
محورهای موضوعی : language teachingسید محمد علوی 1 , نرجس اشعری تبار 2
1 - Faculty of Foreign Languages and Literature,
Universtiy of Tehran, Tehran, Iran.
2 - Department of English, Science and Research Branch, Islamic
Azad University, Tehran, Iran.
کلید واژه: Accuracy, Strategic Planning, Task Type, Pre-task Planning Condition, writing performance, Task complexity,
چکیده مقاله :
Task-based language teaching, which requires learners to transact tasks resembling their real life language needs, demands language learners to perform planning at different stages of their learning. Since various types of tasks can be used in task-based instruction, the present study examined the effect of task types and various participatory structures during pre-task planning on the quality of learners' writing performance, (i.e., accuracy). Towards this end, 120 intermediate EFL students were randomly assigned to 3 experimental groups and one control group. While the experimental groups were subjected to different pre-task planning conditions, (i.e., individual, pair, and group), the control group performed tasks without any planning. During the treatment, they experienced task modeling, presentation and completion. A factorial design was followed in the present study, and the collected data were analyzed through ANOVAs that revealed task type and pre-task planning condition influenced the writing accuracy of the participants in a way that resulted in greater accuracy in the decision-making task in the experimental groups, thereby ensuring the effectiveness of the treatment in mitigating the long-standing problem of EFL learners in achieving higher levels of accuracy when a specific task type is concerned.
روش تدریس مبتنی بر فعالیت کلاسی که از فراگیران زبان میخواهد که فعالیتهای کلاسی را انجام دهند که مشابه نیازهای زبانی در دنیای واقعی آنهاست٬ فراگیران را ملزم به طرح ریزی در مراحل مختلف یادگیری می کند. از آنجائی که در آموزش فعالیت-محورمی توان انواع مختلف فعالیت کلاسی را بکار گرفت٬ تحقیق حاضر٬ تأثیر نوع فعالیتها وساختار متفاوت مشارکت ضمن طرح ریزی پیش از فعالیت را بر میزان صحت نوشتار فراگیران مورد بررسی قرار داده است. جهت نیل به این هدف٬ محقق 120 نفرازدانشجویان سطح متوسط زبان انگلیسی را بطور اتفاقی در سه گروه آزمایشی و یک گروه کنترل قرار داد. در حالیکه گروههای آزمایشی تحت شرایط متفاوت طرح ریزی قبل از فعالیت (یعنی: طرح ریزی فردی٬ دونفره وگروهی) قرار گرفتند٬ گروه کنترل بدون زمانی برای طرح ریزی٬ فعالیتهای کلاسی را انجام دادند. طی دوره آموزش٬ فراگیران مدل انجام شده فعالیت مشابه را دریافت کردند٬ دو نوع فعالیت کلاسی (یعنی: فعالیت ازنوع توصیفی ونوع تصمیم گیری) به آنها ارائه شد وتوسط دانشجویان تکمیل گردید. تحلیل داده های جمع آوری شده ازطریق روش آماری ANOVA نشان داد که نوع فعالیت کلاسی وشرایط طرح ریزی پیش از فعالیت بر میزان صحت نوشتارشرکت کنندگان درتحقیق به گونه ای تأثیر گذاشت که درهمه گروههای آزمایشی٬ میزان صحت بالاتری درحین انجام فعالیت تصمیم گیری مشاهده شد. این امر تضمین کننده کارآیی این شیوه آموزشی در کاهش مشکل ریشه دار فراگیران زبان انگلیسی در دست یابی به میزان صحت گرامری بالاترحین پرداختن به یک فعالیت خاص می باشد.
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