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The Effects Of Task Type And Classroom Organization On English Majors' Oral Performance

Posted on:2018-09-08Degree:MasterType:Thesis
Country:ChinaCandidate:L Y ZhuFull Text:PDF
GTID:2405330515995650Subject:Curriculum and teaching theory
Abstract/Summary:PDF Full Text Request
The oral performance which plays a significant role in the second language learning has received much concern for many years.From the previous achievements,both the classroom organization and the task-based teaching exert some influence on students' oral performance.These influence attracted much attention of many language teaching researches at home and abroad.In China,there are few integrated studies which can include the task type,classroom organization and the students' oral performance.As a result,the study has analyzed the relationship among those variables,and discussed the interactive influence among these variables.These are three questions:(1)Does the task type influence the complexity,accuracy and fluency of students' oral performance?(2)Does the classroom organization influence the complexity,accuracy and fluency of students' oral performance?(3)Is there any interactive influence between task type and classroom organization on students' oral performance? If so,how?The study is based on the mediation theory,the interaction hypothesis and the limited attention hypothesis,and it used the experimental methodology.In this experiment,the task type was divided into the decision making task and narrative task.And the classroom organization was divided into three parts including the no planning condition,teacher led condition and group work condition.First,all of the audio material was transferred by the rules of transcription which were referred in the MachWhinney-the codes for the human analysis of transcripts.(CHAT)In the process of this research,the measurement of complexity is TTR,and it used the Clan to analyze the statistics and corpus of students.The measurement of accuracy is error-free clause.And the measurement of fluency was measured by the formula-mean length of silence.In addition,the PRAAT was used to provide descriptive statistics,GLM-Univariate and some related analysis.The finding of the results:(1)The task type have influence on the students' oral performance.The mean of complexity is the highest in decision making task.However,the mean accuracy and fluency in narrative task is superior to the decision making task.(2)Classroom organization have significantly influence on the students' oral performance.The oral performance in no planning condition is obvious inferior to the other two classroom organization.The accuracy and the fluency are improved a lot by teacher led condition a lot.The score of complexity is the highest in group work condition.(3)The task type and classroom organization have interactive influence on the students' oral performance,but they don't have significant difference.Based on the research result,this thesis puts forward some relevant suggestions for teaching.(1)Teacher could use different task to improve the students' oral performance.(2)Teacher could choose the most appropriate classroom organization and try their best to refrain from the no planning condition.On one hand,the guidance of teacher is really important.On the other hand,teacher could arouse the enthusiasm of students.(3)Teacher could consider the influence comprehensively and choose the best balance point among these factors.
Keywords/Search Tags:task type, classroom organization, complexity, accuracy, fluency, interactive effect
PDF Full Text Request
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