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The Effect of Generic Features of Task on L2 Learners’ Oral Performance

Author(s): Davud Kuhi | Asghar Salimi | Ali Shafaei

Journal: Theory and Practice in Language Studies
ISSN 1799-2591

Volume: 2;
Issue: 4;
Start page: 820;
Date: 2012;
Original page

Keywords: task-based language teaching and learning | accuracy | fluency | complexity | genre

A growing body of research in the past decade has been devoted to the investigation of various aspects of Task-based language teaching (TBLT) (Ellis, 2003, 2005; Foster & Skehan, 1996, 1999; Skehan & Foster, 1997, 1999; Tavakoli & Foster, 2008; Rahimpour, 1999, 2008, 2010; Robinson, 2001, 2007, Salimi & Yousefi, 2009; Salimi & Dadashpour, 2011; Dadashpour, 2011). Having reviewed the studies conducted on tasks, it was revealed that there is gap in the literature on the effects of generic features of tasks on L2 learners’ oral and written performance. This paper aims at investigating the effect of generic features of tasks on L2 learners’ oral performance in EFL context. The participants of the study were 30 intermediate learners of English as a foreign language. The participants were asked to perform on three tasks with different generic features. Their oral performance on the tasks were recorded and analyzed according to the measures introduced by Ellis, 2008. ANNOVA was employed as the statistical means of analysis. The statistical analysis of the collected data revealed the generic features of task have no significant effect on the performance of L2 the learners in terms of accuracy, fluency, and complexity. The paper carries significant implications for SLA researchers, syllabus designers, and language teachers.
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