Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659443
Title: The impact of mode of input and task reptition on story retellings in second language learning
Author: Nishikawa , Sachiyo
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 2011
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Abstract:
This study investigates the impact of two modes of input (oral and written) and of task repetition on L2 narrative speech production. It specifically explores (l) the impact of the two modes of input on L2 oral narrative production, (2) the impact of repetition of a task on L2 oral narrative production, (3) the interaction of mode and task repetition, (4) the impact of learners' vocabulary knowledge on L2 oral narrative production, and (5) learners' reflections on their awareness of the change in their task performance. Twenty-four Japanese under graduates participated in the study. The cohort was divided into two groups (an oral input group and a written input group) utilising a 3,000 word vocabulary test (Nation, 2001). In Week 1, each group received their respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students (6 from each group) in their Ll. Narrative speech production was analysed in terms of fluency, complexity and accuracy, and the interviews were analysed qualitatively. The results of the study revealed that the Oral Input group produced more syllables per minute than the Written Input group, and task repetition had an impact on fluency and accuracy. The findings consistently revealed that vocabulary level was associated with syntactic complexity and accuracy measures. The analysis of the interview data complemented the quantitative analysis, showing differences in perceptions of the input modes and task conditions between the two groups. Both groups tended to be aware of gains in comprehension which helped them to produce more speech. The study identifies some pedagogical implications, including for the practical use of input mode and repetition in classrooms. Key words: L2 speech production, modality, task repetition, learners' perceptions, vocabulary
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.659443  DOI: Not available
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