تعداد نشریات | 25 |
تعداد شمارهها | 924 |
تعداد مقالات | 7,620 |
تعداد مشاهده مقاله | 12,415,498 |
تعداد دریافت فایل اصل مقاله | 8,837,307 |
Integrating Questioning and Task Planning: Does it work for EFL Oral Production? | ||
Journal of Language Horizons | ||
مقاله 3، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 57-78 اصل مقاله (1.14 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.27455.1167 | ||
نویسندگان | ||
Mohamad Reza Mollahosseiny1؛ Davood Mashhadi Heidar* 2 | ||
1PhD Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran | ||
2Assistant Professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran | ||
چکیده | ||
Although the role of task planning conditions affecting EFL learners’ oral performance has been of investigators’ enduring concern, to the best of our knowledge, no study so far has investigated the influence of planning time in combination with a cocktail of questioning instruction on the oral performance in EFL settings. The present study thus examined the combined impact of pre-task planning and questioning instruction on the accuracy and complexity of Iranian EFL learners' oral presentation of intermediate learners of English at a private language institute in Mazandaran. Drawing on Bloom's taxonomy of higher order questions (HOQs), a pretest posttest quasi-experimental design was utilized. Initially, three groups including a control and two experimental groups engaged in pre-intervention oral tasks and performed the post-intervention oral tasks ensuing rehearsal planning plus HOQs (EX1), strategic planning in addition to HOQs (EX2), and no planning condition along with HOQs (CG) instructions. Results pointed to the positive impact of pre-task planning integrated with HOQs on the complexity as well as accuracy of oral narrative tasks. More specifically, engaging in rehearsal planning condition plus HOQs proved to be optimal for inducing better results in EFL learners’ oral production in terms of all three measures of performance. Accordingly, the findings rejected a conflict between complexity and accuracy in that both of them were found to have increased simultaneously. Finally, drawing on the outcomes of the investigation, it is proposed that in order for task-based instruction to more beneficially contribute to EFL learners' task performance, a more flexible view of implementing TBLT needs to be merged with other influential educational factors including thinking skills which have proved to be fruitful in the present study. | ||
کلیدواژهها | ||
Rehearsal Planning؛ Strategic Planning؛ Speaking؛ Accuracy؛ Complexity | ||
عنوان مقاله [English] | ||
تاثیر تلفیق برنامهریزی درسکار و پرسشگری: آیا این کار بر عملکرد کلامی فراگیران زبان انگلیسی بهعنوان زبان بیگانه تاثیری دارد؟ | ||
نویسندگان [English] | ||
محمد رضا ملاحسینی1؛ داود مشهدی حیدر2 | ||
1دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران | ||
2استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران | ||
چکیده [English] | ||
هرچند نقش شرایط برنامهریزی درسکار، بهعنوان عاملی تاثیرگذار بر عملکرد گفتاری فراگیران خارجی زبان انگلیسی همواره دغدغۀ محققین بوده، تاکنون هیچ پژوهشی به بررسی تاثیر برنامهریزی زمان و تلفیق تدریس مهارتهای پرسشگری بر عملکرد گفتاری این دسته از زبانآموزان نپرداخته است. از این رو، پژوهش حاضر به بررسی تاثیر برنامهریزیِ پیشدرسکار و آموزش پرسشگری بر صحت و پیچیدگی دستوریِ ارائۀ گفتاری زبانآموزان سطح متوسط در موسسهای در استان مازندران پرداخته است. این پژوهش با تکیه بر پرسشهای شناختی سطح برتر بلوم و اتخاذ روش پیشآزمون و پسآزمون شبهتجربی شکل گرفت و بر این اساس، عملکرد سه گروه شرکتکننده در درسکارهای شفاهیِ پیش و پس از آموزش بررسی گردید. گروههای شرکتکننده، دو گروه تجربی با شرایط برنامهریزی تمرین بهعلاوۀ پرسشهای شناختی سطح برتر (گروه تجربی اول) و برنامهریزی راهبردی درکنار پرسشهای شناختی سطح برتر (گروه تجربی دوم) و یک گروه کنترل با شرایط بدون برنامهریزی با پرسشهای شناختی سطح برتر را شامل میشد. براساس نتایج، تلفیق برنامهریزی پیشدرسکار و پرسشهای شناختی سطح برتر تاثیر مثبتی بر پیچیدگی دستوری و صحت توصیف گفتاریِ زبانآموزان داشت. بهطور خاص، ثابت شد برای آنکه آموزش در ارتباط با تولید گفتاریِ فراگیران خارجی زبان انگلیسی از نظر هر سه معیار ثمربخشتر باشد، تلفیق شرایط برنامهریزی تمرین با پرسشهای شناختی سطح برتر، بهینهترین حالت ممکن است. در همین ارتباط، یافتههای این پژوهش، فرضیۀ تناقض بین صحت و پیچیدگی دستوری را رد کرد چراکه هردوی آنها بهطور همزمان افزایش یافتند. در پایان با توجه به نتایج به دست آمده، پیشنهاد میشود برای آنکه آموزش درسکارمحور به نحو موثرتری به عملکرد فراگیران خارجیِ زبان انگلیسی کمک کند، بهتر است این روش آموزشی با انعطاف بیشتر با سایر عوامل آموزشی از جمله مهارتهای تفکر که اثربخشیشان در این پژوهش به اثبات رسید، تلفیق شود. | ||
کلیدواژهها [English] | ||
برنامهریزی تمرین, برنامهریزی راهبردی, مهارت گفتاری, صحت, پیچیدگی دستوری | ||
مراجع | ||
Abdi, M., Eslami, H., & Zahedi, Y. (2012). The impact of pre-task planning on the fluency and accuracy of Iranian EFL learners’ oral performance. Procedia-Social and Behavioral Sciences, 69, 2281-2288.
Ahangari, S., & Abdi, M. (2011). The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Procedia-Social and Behavioral Sciences, 29, 1950-1959.
Albergaria-Almeida, P. (2010). Classroom questioning: Teachers’ perceptions and practices. Procedia-Social and Behavioral Sciences, 2(2), 305-309.
Almeida, P. A. (2012). Can I ask a question? The importance of classroom questioning. Procedia-Social and Behavioral Sciences, 31, 634-638.
Ansarin, A. A., & Bayazidi, A. (2016). Task type and incidental L2 vocabulary learning: Repetition versus task involvement load. Southern African Linguistics and Applied Language Studies, 34(2), 135-146.
Bachman, L. F. (2005). Statistical analysis for language assessment. (2nd Ed.). Cambridge University Press.
Bernadowski, C. C. (2006). The effects of middle school social studies teachers' questioning patterns on learners' outcomes (Unpublished doctoral dissertation). University of Pittsburgh.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook I: Cognitive domain. Longman.
Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the blended Socratic method of teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81-89.
Bora, F. D. (2012). The impact of emotional intelligence on developing speaking skills: From brain-based perspective. Procedia-Social and Behavioral Sciences, 46, 2094-2098.
Brown, H. D. (2008) Teaching by principles. An interactive approach to language pedagogy. 3rd edition. Pearson Longman.
Chen, M. H. (2016). Theoretical framework for integrating higher-order thinking into L2 speaking. Theory and Practice in Language Studies, 6(2), 217-226.
Chin, C., & Osborne, J. (2008). Students' questions: A potential resource for teaching and learning science. Studies in science education, 44(1), 1-39.
Chu, R. (2011). Effects of teacher’s corrective feedback on accuracy in the oral English of English majors college students. Theory and practice in language studies, 1(5), 454-459.
Collins, R. (2014). Skills for the 21st century: Teaching higher-order thinking. Curriculum & Leadership Journal, 12(14). http://www.curriculum.edu.au/leader/vol_12_issue_14,37386.html?issueID=12910
Diaab, S. (2016). Role of faulty instructional methods in Libyan EFL learners' speaking difficulties. Procedia-Social and Behavioral Sciences, 232, 338-345.
Ellis, R. (2005). Planning and task performance in a second language (Vol. 11). John Benjamins Publishing.
Ellis, R. (2008). A typology of written corrective feedback types. ELT J, 63(2) 97-107.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied linguistics, 30(4), 474-509.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in second Language acquisition, 26(1), 59-84.
Ennis, R. H. (1987). Taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. S. Sternberg (Eds.). Teaching thinking skills: Theory and practice (pp.9-26). W. H. Freeman.
Field, A. (2009). Discovering statistics using SPSS. 3rd Ed. Sage.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second language acquisition, 18(3), 299-323.
Garcia-Ponce, E. E. (2017). Effects of task characteristics on learners’ fluency, complexity and accuracy during EFL interactions: Implications for speaking practice. The Journal of Language Learning and Teaching, 7(2), 70-89.
García-Ponce, E. E., Mora-Pablo, I., Lengeling, M. M., & Crawford, T. (2018). Task design characteristics and EFL learners' complexity, accuracy and fluency during uncontrolled pair interactions: A naturalistic perspective. Iranian Journal of Language Teaching Research, 6(1), 75-92.
Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. IRAL-International Review of Applied Linguistics in Language Teaching, 45(3), 215-240.
Guará-Tavares, M. (2011). Pre-task planning, working memory capacity, and L2 speech performance. Organon, Porto Alegre, 51, 245-266.
Hashim, S., & Yaakub, R. (2004). Psikologi pembelajaran dan personaliti. PTS Publication Sdn Bhd.
Hawks, M. (2019, 01). Review of the book Reflections on task-based language teaching by R. Ellis. Elsevier System. https://doi.org/10.1016/j.system.2019.01.011.
Heaton, J. B. (1975). Writing English language tests: A practical guide for teachers of English as a second or foreign language. Longman.
Hofstein, A., Navon, O., Kipnis, M., & Mamlok‐Naaman, R. (2005). Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories. Journal of research in science teaching, 42(7), 791-806.
Hunt, K. W. (1965). Grammatical structures written at three grade levels (No. 3). National Council of Teachers of English.
Iizuka, T. (2019). Task-based needs analysis: Identifying communicative needs for study abroad students in Japan. System, 80, 134-142.
Iwashita, N., McNamara, T., & Elder, C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information‐processing approach to task design. Language learning, 51(3), 401-436.
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329.
Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An investigation into university students’ foreign language speaking anxiety. Procedia - Social and Behavioral Sciences 232, 382-388.
Ketabi, S., Zabihi, R., & Ghadiri, M. (2012). Critical thinking across the ELT curriculum: A mixed methods approach to analyzing L2 teachers’ attitudes towards critical thinking instruction. International Journal of Research Studies in Education, 2(3), 15-24.
Khan, S. (2011). Strategies and spoken production on three oral communication tasks a study of high and low proficiency EFL learners (Unpublished doctoral dissertation). Universitat Autònoma de Barcelona, Spain.
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.
Lavolette, B. (2013). Effects of rehearsal on ESL learners’ responses to test tasks. MSU Working Papers in Second Language Studies, 4(1), 39-46.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
Mehrang, F., & Rahimpour, M. (2010). The impact of task structure and planning conditions on oral performance of EFL learners. Procedia-Social and Behavioral Sciences, 2(2), 3678-3686.
Miri, B., Ben-Chaim, D., & Zoller, U. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369.
Mochizuki, N., & Ortega, L. (2008). Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12, 11–37.
Mohd. A., & Hassan, A. (2005). Pemikiran reka cipta: Kaedah mengajar dan bahan latihan untuk guru dan jurulatih. PTC Publications & Distributors Sdn. Bhd.
Morgan, N., & Saxton, J. (2006). Asking better questions: Models, techniques and classroom activities for engaging students in learning. Pembroke Publishers Limited.
Moseley, D., Baumfield, V., Higgins, S., Lin, M., Miller, J., Newton, D., & Robson, S. (2004). Thinking skill frameworks for post-16 learners: An evaluation. Learning and Skills Research Centre, Newcastle University.
Naghdipour, B., & Emeagwali, O. L. (2013). Assessing the level of reflective thinking in ELT students. Procedia-Social and Behavioral Sciences, 83, 266-271.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 109-148.
Park, S. (2010). The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction. Language Teaching Research, 14(1), 9-26.
Piri, F., Barati, H., & Ketabi, S. (2012). The effects of pre-task, online, and both pre-task and online planning on fluency, complexity and accuracy-the case of Iranian EFL learners’ written production. English Language Teaching, 5(6), 1916-4750.
Qin, J. (2019). Effects of repeated practice in pre-task planning on the acquisition of English personal pronouns by Chinese EFL learners. System, 81, 100-109. https://doi.org/10.1016/j.system.2019.01.010.
Richland, L. E., & Begolli, K. N. (2016). Analogy and higher order thinking: Learning mathematics as an example. Policy Insights from the Behavioral and Brain Sciences, 3(2), 160-168.
Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177-192.
Robinson, P. (1995). Task complexity and second language narrative discourse. Language learning, 45(1), 99-140.
Rosmawati, R. (2014). Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics, 37(2), 75-100.
Saeedi, M. (2013). The influence of strategic planning and storyline complexity on EFL learners’ narrative retellings. The Journal of Language Learning and Teaching, 3(1), 20-36.
Sanavi, R. V., & Tarighat, S. (2014). Critical thinking and speaking proficiency: A mixed-method study. Theory and Practice in Language Studies, 4(1), 79-88.
Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning In R. Ellis (Ed.), Planning and task performance in a second language (pp.111–141). Benjamins.
Shabani, M. B., & Ghasemi, A. (2014). The effect of task-based language teaching (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners’ reading comprehension. Procedia-Social and Behavioral Sciences, 98, 1713-1721.
Skehan, P. (1998). A Cognitive approach to language learning. Oxford University Press.
Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532.
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language teaching research, 1(3), 185-211.
Skehan, P., & Foster, P. (2007). Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research. In S. Van Daele, A. Housen, F. Kuiken, M. Pierrard & I. Vedder (Eds.), Complexity, accuracy and fluency in second language use, learning & teaching (pp. 207–226). KVAB.
Soodmand Afshar, H., & Rahimi, M. (2014). The relationship among critical thinking, emotional intelligence, and speaking abilities of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 136, 75-79.
Swartz, R. J., Costa, A., Kallick, B., Beyer, B., & Reagan, R. (2007). Thinking-based learning: Activating students' potential. Christopher-Gordon Publishers.
Swartz, R. J., & Parks, D. (1994). Infusing the teaching of critical and creative thinking in elementary instruction. Critical Thinking Books & Software.
Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 58(2), 439-473.
Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance (pp. 239-273). John Benjamins Publishing Company.
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36,164-181.
Wendel, J. (1997). Planning and second language narrative production (Unpublished Ph.D. thesis). Temple University, Japan.
Wilen, W. W. (1991). Questioning Skills for teachers. (3rd ed.). National Education Association of the United States.
Willis, D., & Willis, J. (2008). Doing task-based teaching. Oxford University Press.
Wu, K. Y. (1993). Classroom interaction and teacher questions revisited. RELC journal, 24(2), 49-68.
Yee, M. H., Yunos, J. M., Othman, W., Hassan, R., Tee, T. K., & Mohamad, M. M. (2015). Disparity of learning styles and higher order thinking skills among technical students. Procedia-Social and Behavioral Sciences, 204, 143-152.
Yuan, F., & Ellis, R. (2003). The effects of pre‐task planning and on‐line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied linguistics, 24(1), 1-27.
Zhang, S. (2009). The role of input, interaction and output in the development of oral fluency. English Language Teaching, 2(4), 91-100.
Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96. | ||
آمار تعداد مشاهده مقاله: 721 تعداد دریافت فایل اصل مقاله: 542 |