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Showing 3 results for Fluency
Mohammad Bagher Khatibi,
Volume 2, Number 1 (3-2014)
The present study examined the effect of genre-based tasks on EFL learners'
speaking performance and probed whether genre-based tasks may empower EFL
learners to perform better on speaking tests. A further concern of the study was to
explore whether the effect of genre-based tasks on speaking ability of EFL learners
varied across different age groups, i.e. teenagers (13-16 years old) and young adults
(24-27 years old). To this end, some generic based consciousness-raising tasks
(CRT) were adapted from the model proposed by Benedict (2006) to develop
control of a genre used as the treatment procedures. Two different speaking tests of
different genres (e.g. recount, report, review, etc.), used as pretest and posttest,
were administered to 120 senior university students majoring in English language
translation. The results indicated that consciousness-raising tasks significantly
affected EFL learners' speaking performance. However, the effect of generic-based
CRTs did not vary across different age groups. Overall, the findings provided
empirical support for the facilitative effect of generic-based consciousness-raising
tasks on speaking performance of EFL learners. The findings may promise
implications for EFL speaking syllabuses and provide guidelines to designers to
accommodate the insights derived from the genre-based instruction perspective.
Mina Boroojerdi Moghadam, Hamid Reza Haghverdi,
Volume 3, Number 2 (3-2016)
The significant effect of employing Readers Theater (RT) in reading comprehension, fluency, and motivation of English language students has already been established. However, this study was an attempt to investigate the effect of RT on the oral proficiency of Iranian learners of English as a foreign language. From among the learners studying English at a language school in Isfahan, Iran, a sample of 90 female intermediate EFL learners were asked to participate in this study. Having been taken Quick Placement Test to make sure they were all homogeneous regarding their level of proficiency in English, 75 learners were chosen. Afterwards, an interview served as one of the pretests of the study was run as the homogenizing test of oral ability and 60 homogenous preintermediate learners were ultimately selected as the participants of the study. They were then assigned to the two groups of control and experimental. During the treatment, the learners in the experimental group were exposed to RT, but the control group attended their regular classes. To gauge the oral proficiency development of the subjects, an interview was administered. The results of data analysis indicated improvements of fluency and complexity because of the learners’ exposure to the treatment. The results may provide further impetus for teachers to make attempts at extending the students’ active knowledge for real time communication as well as providing language which is both more complex and fluent.
Kian Pishkar, Ahmad Moeinzadeh, Azizollah Dabaghi,
Volume 5, Number 1 (3-2017)
Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization (Chastain, 1988). In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.