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    DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS

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    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Kanda, Makiko
    Advisor
    Beglar, David
    Committee member
    Beglar, David J.
    Kozaki, Yoko
    Swenson, Tamara
    Saito, Kazuya
    Nemoto, Tomoko
    Department
    Language Arts
    Subject
    Foreign Language Education
    Complexity Accuracy Fluency
    Foreign Language Education
    High School Student
    Longitudinal Study
    Oral Proficiency
    Task-based Language Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3084
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3066
    Abstract
    This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
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