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Saeedi, Masoud. (1401). The Effect of Manipulating Narrative Task Demands on EFL Learners’ Attention Orientation. جلوه هنر, 6(4), 125-148. doi: 10.22051/lghor.2022.36735.1519
Masoud Saeedi. "The Effect of Manipulating Narrative Task Demands on EFL Learners’ Attention Orientation". جلوه هنر, 6, 4, 1401, 125-148. doi: 10.22051/lghor.2022.36735.1519
Saeedi, Masoud. (1401). 'The Effect of Manipulating Narrative Task Demands on EFL Learners’ Attention Orientation', جلوه هنر, 6(4), pp. 125-148. doi: 10.22051/lghor.2022.36735.1519
Saeedi, Masoud. The Effect of Manipulating Narrative Task Demands on EFL Learners’ Attention Orientation. جلوه هنر, 1401; 6(4): 125-148. doi: 10.22051/lghor.2022.36735.1519

The Effect of Manipulating Narrative Task Demands on EFL Learners’ Attention Orientation

Journal of Language Horizons
مقاله 6، دوره 6، شماره 4 - شماره پیاپی 14، اردیبهشت 2023، صفحه 125-148    اصل مقاله (371.2 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.36735.1519
نویسنده
Masoud Saeedi*
Assistant Professor, Department of English Language and Literature, Payame Noor University, Iran
چکیده
The present research investigated the impact of task demands manipulation on what learners of English as a foreign language (EFL) exactly focus on while producing speech. In the same vein, task performance conditions with varying degrees of complexity were operationally defined along the variables of structure and immediacy (±Here/Now). The study involved sixty Iranian EFL learners who were asked to carry out a narrative task under four conditions: narrating an unstructured picture-based story using the present tense with contextual support; performing a structured picture story in the present tense with contextual support; narrating an unstructured picture story in the past tense without contextual support; narrating a structured picture story in the past tense without contextual support. Following their task performance, participants attended a round of retrospective interviews where they verbalized the causes for their dysfluency as indicated by pauses. Results pointed to differential effects of task complexity on learners’ attention allocation. Specifically, it was shown that performing the more difficult unstructured narrative makes for more pauses stemming from attention to conceptualization. Besides, using past tense to recount the stories without looking at the pictures resulted in more pauses due to attention to form. More importantly, it was found out that recounting a structured narrative in the past tense without contextual support, substantially enhanced attention to form which was evident in the significantly greater number of pauses owing to focus on lexical, syntactic, and phonological encodings. The implications of the outcomes are discussed in relation to relevant theoretical and practical issues.
کلیدواژه‌ها
task؛ attention؛ form؛ immediacy؛ structure
عنوان مقاله [English]
بررسی تاثیر تغییر سطح دشواری تکلیف روایی بر تمرکز توجه یادگیرندگان انگلیسی به عنوان زبان خارجی
نویسندگان [English]
مسعود سعیدی
استادیار گروه زبان و ادبیات انگلیسی، دانشگاه پیام‌نور، نجف‌آباد، ایران
چکیده [English]
پژوهش حاضر به بررسی تأثیر تغییر درخواست‌های تکلیف بر آن‌چه فراگیران زبان انگلیسی دقیقاً در حینِ تولید گفتار بر آن متمرکز می‌شوند، می‌پردازد. به این منظور، شرایط انجام تکلیف با درجات پیچیدگی متفاوت همراه با متغیرهای ساختار و نزدیکی زمانی-مکانی (±این‌جا/اکنون) از جنبة کاربردی تعریف شدند. پژوهش مشتمل بر 60 فراگیر زبان انگلیسی ایرانی بود که از آن‌ها درخواست شد تا یک تکلیف روایی را تحت چهار حالت انجام دهند: الف) روایت یک داستان ساختارنیافته تصویر-بنیاد با استفاده از زمان حال با پشتیبانی بافتی؛ ب) اجرای یک داستان تصویری ساختاریافته در زمان حال با پشتیبانی بافتی؛ ج) روایت یک داستان تصویری ساختاریافته در زمان گذشته بدون پشتیبانی بافتی؛ د) روایت یک داستان تصویری ساختاریافته در زمان گذشته بدون پشتیبانی بافتی. شرکت‌کنندگان پس از انجام تکلیفشان، در یک دوره مصاحبه‌های مرورنگر شرکت کردند که علل ناروانی خود را به وسیلة مکث‌هایی که نشان داده بودند، بیان کردند. یافته‌ها به تأثیرات افتراقی پیچیدگی تکلیف بر تخصیص توجه زبان‌آموزان اشاره کرد. به ویژه، نتایج نشان داد که اجرای روایت ساختارنیافته دشوارتر منجر به مکث‌های بیشترِ ناشی از توجه به مفهوم‌سازی می‌شود. افزون بر این، استفاده از زمان گذشته برای بازگویی داستان‌ها بدون نگاه کردن به تصویرها منجر به مکث‌های بیشتری به سبب توجه به ساختار می‌شد. از همه مهم‌تر، مشخص شد که بازگویی یک روایت ساختاریافته در زمان گذشته بدون پشتیبانی بافتی، به شکل قابل توجهی تمرکز بر ساختار را افزایش می‌دهد، که این نتیجه به طور معناداری در شمار بیشتری از مکثِ ناشی از تمرکز بر رمزگذاری واجی، نحوی و واژگانی مشهود است. کاربردهای پیش‌آمدهای مرتبط با موضوعات نظری و عملی مربوطه موردِ بحث قرار گرفت.
کلیدواژه‌ها [English]
تکلیف, توجه, فرم, نزدیکی زمانی-مکانی, ساختار
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