L2 learners'oral performance on independent and integrated tasks

• Main Author: Vásquez, Fabiana Boos
• Other Authors: Universidade Federal de Santa Catarina
• Language: English
• Published: Florianópolis, SC 2012
• Subjects: Literatura; Lingua inglesa -; Estudo e ensino - Estudantes estrangeiros; Voz verbal
• Online Access: http://repositorio.ufsc.br/xmlui/handle/123456789/86928

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.