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LINGUIST List 23.4457

Thu Oct 25 2012

Diss: Applied Linguistics: Nishikawa: 'The Impact of Mode of Input and Task Repetition on Story Retellings in Second Language Learning'

Editor for this issue: Lili Xia <lxialinguistlist.org>

Date: 25-Oct-2012
From: Sachiyo Nishikawa <sachiyonishikawahotmail.com>
Subject: The Impact of Mode of Input and Task Repetition on Story Retellings in Second Language Learning
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Institution: Lancaster University
Program: Linguistics
Dissertation Status: Completed
Degree Date: 2012

Author: Sachiyo Nishikawa

Dissertation Title: The Impact of Mode of Input and Task Repetition on Story Retellings in Second Language Learning

Linguistic Field(s): Applied Linguistics

Dissertation Director:
Martin Bygate

Dissertation Abstract:

This study investigates the impact of two modes of input (oral and written) and of task repetition on L2 narrative speech production. It specifically explores (1) the impact of the two modes of input on L2 oral narrative production, (2) the impact of repetition of a task on L2 oral narrative production, (3) the interaction of mode and task repetition, (4) the impact of learners' vocabulary knowledge on L2 oral narrative production, and (5) learners' reflections on their awareness of the change in their task performance.

Twenty-four Japanese undergraduates participated in the study. The cohort was divided into two groups (an oral input group and a written input group) utilising a 3,000 word vocabulary test (Nation, 2001). In Week 1, each group received their respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students (6 from each group) in their L1. Narrative speech production was analysed in terms of fluency, complexity and accuracy, and the interviews were analysed qualitatively.

The results of the study revealed that the Oral Input group produced more syllables per minute than the Written Input group, and task repetition had an impact on fluency and accuracy. The findings consistently revealed that vocabulary level was associated with syntactic complexity and accuracy measures. The analysis of the interview data complemented the quantitative analysis, showing differences in perceptions of the input modes and task conditions between the two groups. Both groups tended to be aware of gains in comprehension which helped them to produce more speech.

The study identifies some pedagogical implications, including for the practical use of input mode and repetition in classrooms.

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