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The Effects of Source of Planning and Focus of Planning on Chinese College Non-English Majors’ Oral Production

Author: ZhangLi
Tutor: ZhangYiPing
School: Lanzhou University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Prepare the way Prepare focus Fluency Accuracy Complexity
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 12
Quote: 1
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Abstract


In task-based language teaching learners in the pre-mission planning or preparation time to oral production of learners fluency, accuracy and complexity of an impact, it has a large number of previous studies and experiments have been confirmed. However, the plan or prepare the way before the task can have any effect on the three dimensions of the learners' oral production, there is no unanimous opinion. In this paper, the way through the experiment, the task to prepare the way and ready to focus on the spoken output, trying to answer the following two questions: 1. Prepare the way (teacher-led group to prepare, prepare alone) on non-English major undergraduate oral production in accuracy, fluency and complexity? 2 ready to focus on (re-form, re-meaning, no emphasis on accuracy) oral production of Chinese non-English majors, fluent and complex nature of what? were 54 students from non-English Bachelor of Northwest University for Nationalities first grade. The experiment uses a decisive tasks of the task. Pre-test, depending on the way to prepare, were divided into six groups (teachers guide the heavy form of group, teachers guide the re-meaning groups, panel discussions heavy form groups, panel discussions re-meaning group, prepare group alone and unprepared group) . Allow ten minutes of preparation time before the task, the control group was not time to prepare. The six groups are completed within the specified time oral production tasks. Recording and transcribing tasks, the application pronunciation speed (rate B) measurements, error-free clauses ratio and T units clauses measurement accuracy, fluency and complexity carried measurements and Social Sciences statistical software ( SPSS 13.5) of the data obtained were analyzed: the organization of the task and ready to focus on the subjects in the three dimensions of oral production have had a significant impact. Teacher-led mission to prepare the way to improve the accuracy of oral production alone to prepare the way help to improve oral production fluency and complexity. Team prepares the way in terms of oral production fluency, accuracy or complexity are less favorable than those teachers to guide and prepare the way alone. Possible explanation is that takes time to prepare for the negotiation of meaning between the members of the group distracted resources. Also found that the proportion of the preparatory activities of the meaning in the form of ready activities that can enhance the language to express the complexity of this discovery possible explanation is that the complex logical thinking may produce complex language structures. This study again confirmed the pre-mission strategic preparedness activities has a positive role in promoting the completion of the task. Different way to prepare will be oral production of foreign language learners fluency, accuracy or complexity of an impact. This study revelation task-based language teaching in the following two aspects: first, to combine different teaching objectives designed verbal output tasks and attention resource allocation guidance, in order to achieve all aspects of oral production capacity the balanced development. Second, teachers plays an important role in the whole process of teaching. Task preparation does not necessarily take the form of learner alone prepare, and the teacher guides prepared in ways that may be able to better achieve the purpose of teaching.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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