چکیده

Task-based studies have provided ample evidence that task repetition and post-task transcribing positively affect the quality of oral production. However, such studies have rarely examined the immediate effect of post-task transcribing on EFL learners’ subsequent oral performances. To address this pedagogically important issue, this paper presents the results of a study which aimed to investigate how immediate task repetition and post-task transcribing affect EFL learners oral performances of the same task in terms of complexity. In this regard, 38 intermediate EFL learners were assigned randomly to two groups: task repetition and post-task transcribing. They participated in a practice and a silent animation narrative task over a three-week period. The learners in the task repetition group were required to watch the animation, retell it to the researcher and then immediately repeat it. The learners in the post-task transcribing group were required to watch the animation, retell it to the researcher, then immediately transcribe it and finally repeat it once the transcription activity had completed. The learners oral task performances were recorded, transcribed, coded, and analyzed by the researchers in terms of complexity based on Elis and Barkhuizen (2005). The results showed that there were no significant differences between the task repetition and post-task transcribing groups in their immediate performance of the same task with respect to complexity measures. Implications for research and teaching on the benefits of immediate task repetition and post-task transcribing in task-based instruction are discussed.

کليدواژه ها

Task, Task Repetition, Post-Task Transcribing, Complexity

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Mobin Hassanzadeh Taleshi , 1398 , Differential Effects of Immediate Task Repetition and Post-Task Transcribing on EFL Learners’ Oral Complexity , اولين کنفرانس بين المللي مطالعات زبان انگليسي