원문정보
초록
영어
The purpose of this study was to examine to what extent additional interventions to the 3/2/1 task help EFL learners develop speaking fluency. Participants were 48 university students in Japan. The 3/2/1 task was implemented 11 times in one 15-week academic semester. The participants were divided into three groups including 1) comparison group, 2) input enhancement group, and 3) input + peer-check group. Speaking data were recorded in weeks 2 and 14, transcribed, and analyzed based on five fluency measures. The pre-/post-recording data showed significant gains in mean length of runs in both experimental groups and in phonation time ratio in the input + peer-check group. Further analyses indicated that the increase in the mean length of runs is associated with the frequency of target formulaic language usage. The implications of fluency promoting instructions in EFL classrooms are discussed.
목차
Introduction
Literature Review
4/3/2 Task for Fluency Development
Formulaic Language Instruction and Oral Fluency
Methods
Classroom Settings
Participants
Target Formulaic Language
Procedure of the 3/2/1 Task
Pedagogical Treatment
Fluency Measures
Mean length of pauses
Number of repairs and repetition
Mean duration of syllabus
Mean length of runs
Phonation time ratio
Analysis
Results
Discussion
Pedagogical Implications
Conclusions
Acknowledgements
The Author
References
Appendix