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Saeedi, Masoud. (1401). Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2023.67865.697
Masoud Saeedi. "Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription". سامانه مدیریت نشریات علمی, , , 1401, -. doi: 10.22054/ilt.2023.67865.697
Saeedi, Masoud. (1401). 'Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2023.67865.697
Saeedi, Masoud. Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription. سامانه مدیریت نشریات علمی, 1401; (): -. doi: 10.22054/ilt.2023.67865.697

Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 اسفند 1401
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2023.67865.697
نویسنده
Masoud Saeedi*
Department of English Language and Literature, Payame Noor University, Iran
چکیده
There is ample research evidence indicating that task implementation options and design features differentially affect the linguistic quality of second language (L2) oral output. The overarching aim of the current research was to add to the available body of research findings by investigating what effects the combination of two task implementation options, namely pre-task planning and post-task transcription, exerts on L2 learners’ focus on form. The study involved sixty Iranian L2 learners who were presented with a picture story to be narrated under one of the following four conditions: pre-task planning (PTP), post-task transcription (PTT), both pre-task planning and post-task transcription (PTP/PTT), and control. Findings showed that while pre-task planning increased fluency and complexity, the anticipation of post-task transcription enhanced focus on form as indicated by more accurate performance. More importantly, pre-task planning along with the foreknowledge of post-task transcription of performance made for an exponential increase in accuracy, a gain which was achieved to the detriment of complexity. The outcomes are of pedagogical significance in that they lend support to the efficacy of using pre-task planning opportunity along with the anticipation of post-task transcription to elicit the highest accuracy level while learners are primarily concerned with conveying meaning.
کلیدواژه‌ها
planning؛ transcription؛ complexity؛ accuracy؛ fluency
آمار
تعداد مشاهده مقاله: 230


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