L2 learners'oral performance on independent and integrated tasks
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente === Made available in DSpace on 2012-10-21T12:13:45Z (GMT). No. of bitstreams: 1 212270.pdf: 1292589 bytes, checksum: 1806a1db67f...
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2012
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ndltd-IBICT-oai-repositorio.ufsc.br-123456789-869282019-01-21T16:05:14Z L2 learners'oral performance on independent and integrated tasks Vásquez, Fabiana Boos Universidade Federal de Santa Catarina Fortkamp, Mailce Borges Mota Literatura Lingua inglesa - Estudo e ensino - Estudantes estrangeiros Lingua inglesa - Voz verbal Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente Made available in DSpace on 2012-10-21T12:13:45Z (GMT). No. of bitstreams: 1 212270.pdf: 1292589 bytes, checksum: 1806a1db67f0c9efb134e82a0e35ca99 (MD5) The main objective of the present study is to investigate the impact two different types of tasks - independent tasks and integrated tasks - have upon 15 L2 learners´ oral performance, in terms of fluency, accuracy, and complexity. After the quantitative analysis, data was presented to 4 expert raters who judged participants´ oral performance. Results revealed that task 1, an independent task whose task topic is familiar to the participant and planning time of 1 minute is given, yielded more fluent and accurate speech. Integrated tasks, on the other hand, produce more complex speech if contextual support is provided and planning time of 5 minutes is given. Findings revealed the existence of two trade-offs operating in the participants´ speech samples. The first trade-off is that between accuracy and complexity, whereas the second trade-off is that between fluency and complexity. The results from the present study may call teachers´ attention to the value of the design of the oral task so that teachers can assess learners´ oral production successfully. 2012-10-21T12:13:45Z 2012-10-21T12:13:45Z 2004 2004 info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/masterThesis http://repositorio.ufsc.br/xmlui/handle/123456789/86928 212270 eng info:eu-repo/semantics/openAccess Florianópolis, SC reponame:Repositório Institucional da UFSC instname:Universidade Federal de Santa Catarina instacron:UFSC |
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English |
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Literatura Lingua inglesa - Estudo e ensino - Estudantes estrangeiros Lingua inglesa - Voz verbal |
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Literatura Lingua inglesa - Estudo e ensino - Estudantes estrangeiros Lingua inglesa - Voz verbal Vásquez, Fabiana Boos L2 learners'oral performance on independent and integrated tasks |
description |
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente === Made available in DSpace on 2012-10-21T12:13:45Z (GMT). No. of bitstreams: 1
212270.pdf: 1292589 bytes, checksum: 1806a1db67f0c9efb134e82a0e35ca99 (MD5) === The main objective of the present study is to investigate the impact two different types of tasks - independent tasks and integrated tasks - have upon 15 L2 learners´ oral performance, in terms of fluency, accuracy, and complexity. After the quantitative analysis, data was presented to 4 expert raters who judged participants´ oral performance. Results revealed that task 1, an independent task whose task topic is familiar to the participant and planning time of 1 minute is given, yielded more fluent and accurate speech. Integrated tasks, on the other hand, produce more complex speech if contextual support is provided and planning time of 5 minutes is given. Findings revealed the existence of two trade-offs operating in the participants´ speech samples. The first trade-off is that between accuracy and complexity, whereas the second trade-off is that between fluency and complexity. The results from the present study may call teachers´ attention to the value of the design of the oral task so that teachers can assess learners´ oral production successfully. |
author2 |
Universidade Federal de Santa Catarina |
author_facet |
Universidade Federal de Santa Catarina Vásquez, Fabiana Boos |
author |
Vásquez, Fabiana Boos |
author_sort |
Vásquez, Fabiana Boos |
title |
L2 learners'oral performance on independent and integrated tasks |
title_short |
L2 learners'oral performance on independent and integrated tasks |
title_full |
L2 learners'oral performance on independent and integrated tasks |
title_fullStr |
L2 learners'oral performance on independent and integrated tasks |
title_full_unstemmed |
L2 learners'oral performance on independent and integrated tasks |
title_sort |
l2 learners'oral performance on independent and integrated tasks |
publisher |
Florianópolis, SC |
publishDate |
2012 |
url |
http://repositorio.ufsc.br/xmlui/handle/123456789/86928 |
work_keys_str_mv |
AT vasquezfabianaboos l2learnersoralperformanceonindependentandintegratedtasks |
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1718818849387708416 |