The Role of Brainstorming and Strategic Planning as Pre-tasks on EFL Learners' Speaking Accuracy and Fluency

Journal of Teaching English Lnaguage Studies

مقاله 1، دوره 7، شماره 3، خرداد 2019، صفحه 7-21   

نوع مقاله: Original Article

نویسندگان

Sanaz Khademi Hossseini¹؛ Bahman Gorjian^{* 2}

¹Department of English, Abadan Branch, Islamic Azad University, Abadan, Iran

²TEFL Dept., Abadan Branch, Islamic Azad University,Abadan, Iran

چکیده

This study investigated the effects of pre-speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose scores were between 40 and 47 were selected. The participants were at the intermediate level. Then, the participants were divided into two groups: one experimental group and one control group through non-random convenience sampling method. Then they were given three topics to talk about in two minutes as a pre-test. Afterwards, the experimental group received the treatment through pre-speaking tasks including question and answer tasks, brainstorming and peer discussion and the control group received traditional activities like talk on the topics and giving the word definitions. During nine sessions, the pre-speaking tasks were taught and in the last session, the two groups took the speaking post-test. Data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test. In other words, there was a significant difference between the post-test of the two groups. The implications of the study suggest that the English teachers should prepare speaking tasks before dealing with the topics for discussion to provide the learners with enough input for participating in the speaking tasks.

کلیدواژه‌ها

Pre-speaking tasks؛ Oral fluency؛ Oral accuracy

مراجع

Albino, G. (2017). Improving speaking fluency in a task-based language teaching
approach: The case of EFL learners at PUNIV-Cazenga. SAGE Open
April-June, 4(6), 1 –11.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge
University Press.
Carrell, P. L. (1998). Can reading strategies be successfully taught? Retrieved from
http://www.jalt-publications. org/tlt/files/9 8/mar/carrell.html.
Dewey, J. (1959). Experience and education: The Kappa Delta Phi lecture series. Toronto,
Canada: Collier Books.
Dornyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1),
55-85.
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second
language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Ellis, R. (2003). Task based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. Ellis (Eds.),
Planning and task performance in a second language (pp. 3-34). Amsterdam: John
Benjamins.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International
Journal of Applied Linguistics, 19, 221-246.
Fillmore, C. J. (1979). On fluency. In D. Kempler, & W. S. Y. Wang (Eds.), Individual
differences in language ability and language behavior (pp. 85-102). New York:
Academic Press.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language
performance. Studies in Second Language Acquisition, 18, 299-323.
Gunawan, M. (2016). The effect of task-based language teaching approach in developing
speaking skill of the eighth grade students of SMP Negeri 6 Watampone and their
attitude toward English. Jurnal Perspektif ISSN, 1, 104-109.
Hamdan, N. (2003). Native-speakers tend to stress communicative fluency while non-native
speakers tend to stress linguistic accuracy in error treatment. Unpublished doctoral
dissertation, Leicester University, U.K.
Hu, R. (2013). Task based language teaching: Responses from Chinese teachers of English.
TESL-EJ, 16, 1-21.
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University
Press.
Long, M. (2009). Methodological principles for language teaching. In M. Long & C. Doughty
(Eds.), Handbook of language teaching (pp. 373–94). Chichester, England: Wiley-
Blackwell.
Mackey, A. (2008). Conversational interaction in second language acquisition: A collection of
empirical studies. Oxford, England: Oxford University Press.
Mackey, A., & Polio, C. (2009). Multiple perspectives on interaction in second language
acquisition. London, England: Routledge.
Moradia, Z., & Talebib, S. (2014). The effect of pre-speaking strategies instruction in strategic
planning on Iranian EFL students’ awareness as well as students’ fluency and lexical
resources in speaking. Procedia - Social and Behavioral Sciences 98, 1224 – 1231.
Namazian Dost, E. (2017). The effect of task-based language teaching on motivation and
grammatical achievement of EFL junior high school students. Advances in Language
and Literary Studies, 8(2), 244-259.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second
Language Acquisition, 21, 109-148.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Richards, J. C. (2008). Approaches and methods in language teaching. Cambridge University
Press.
Robinson, P. (2011). Task-Based language learning. Ann Arbor, MI: Language Learning
Research Club, University of Michigan.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave.
Skehan, P. (1996). Second language acquisition research and task based instruction. In J. Willis,
& D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17-30). Oxford:
Heinemann.
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on
foreign language performance. Language Teaching Research, 1, 185-211.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.