Learners’ awareness of the role of input and task repetition on L2 speech production

This study explored whether learners’ awareness of the role of input differs when performing narrative retelling tasks, and to what extent learners’ awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input,...

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Bibliographic Details
Author: Nishikawa, Sachiyo
Format: article
Status:Published version
Publication Date:2014
Country:México
Institution:Instituto Politécnico Nacional
Repository:Repositorio Digital del IPN
OAI Identifier:oai:www.repositoriodigital.ipn.mx:123456789/18507
Online Access:http://www.repositoriodigital.ipn.mx/handle/123456789/18507
Access Level:Open access
Keyword:Speaking, modality, task repetition, learners’ awareness of task performance, L2 processing.
Description
Summary:This study explored whether learners’ awareness of the role of input differs when performing narrative retelling tasks, and to what extent learners’ awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input, one written input) using a vocabulary test. In Week 1, each group received its respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students in the L1. The analysis of the interview data showed differences in perceptions of the input modes between the two groups. Both groups tended to be aware that gains in comprehension that resulted from repeating tasks helped learners produce more speech

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