Learners’ awareness of the role of input and task repetition on L2 speech production

This study explored whether learners’ awareness of the role of input differs when performing narrative retelling tasks, and to what extent learners’ awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input,...

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Detalles Bibliográficos
Autor: Nishikawa, Sachiyo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2014
País:México
Institución:Instituto Politécnico Nacional
Repositorio:Repositorio Digital del IPN
OAI Identifier:oai:www.repositoriodigital.ipn.mx:123456789/18507
Acceso en línea:http://www.repositoriodigital.ipn.mx/handle/123456789/18507
Access Level:acceso abierto
Palabra clave:Speaking, modality, task repetition, learners’ awareness of task performance, L2 processing.
Descripción
Sumario:This study explored whether learners’ awareness of the role of input differs when performing narrative retelling tasks, and to what extent learners’ awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input, one written input) using a vocabulary test. In Week 1, each group received its respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students in the L1. The analysis of the interview data showed differences in perceptions of the input modes between the two groups. Both groups tended to be aware that gains in comprehension that resulted from repeating tasks helped learners produce more speech

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