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dc.contributor.advisorBeglar, David J.
dc.creatorKanda, Makiko
dc.date.accessioned2020-11-04T16:09:47Z
dc.date.available2020-11-04T16:09:47Z
dc.date.issued2015
dc.identifier.other958157484
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3084
dc.description.abstractThis 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.
dc.format.extent534 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectForeign Language Education
dc.subjectComplexity Accuracy Fluency
dc.subjectForeign Language Education
dc.subjectHigh School Student
dc.subjectLongitudinal Study
dc.subjectOral Proficiency
dc.subjectTask-based Language Teaching
dc.titleDEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberBeglar, David J.
dc.contributor.committeememberKozaki, Yoko
dc.contributor.committeememberSwenson, Tamara
dc.contributor.committeememberSaito, Kazuya
dc.contributor.committeememberNemoto, Tomoko
dc.description.departmentLanguage Arts
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3066
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-04T16:09:47Z


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