口頭タスクにおけるrepetitionとplanningの効果

抄録

The effects of repetition and planning as variabLes of task implementation have received much attention in second language acquisition research. Both repetition and planning reportedly impact learners' fluency, accuracy and complexity in a favorable manner. However, very few studies have shed light on the different effects that repetition and planning might exert on learners' oral production. The present study investigates the different influences that repetition and planning might exhibit in oral tasks given to Japanese EFL students. First, a standardized proficiency test was administered to 108 university students, and four groups with two levels of proficiency (N=35, in total) were established as participants for later comparison. Next, two types of oral task (picture narration and speech) were given to the participants under different task implementation conditions (i.e., repetition and planning). A two-way ANOVA (task condition and proficiency) revealed that the repetition groups were significantly more fluent and produced more information bits in both tasks, and that the upper proficiency groups were significantly more accurate and complex in their oral production only for the picture narration task. It was also observed that the types of task influenced accuracy, especially in the case of the lower proficiency groups. Further discussion and some pedagogical implications will also be offered.