Browsing by Subject "Speaking"
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Item Open Access The effectiveness of task-based instruction in the improvement of learners' speaking skills(Bilkent University, 2005) Kasap, BarışThis thesis explores the effectiveness of task-based instruction (TBI) in improving students’ speaking skills as well as student and teacher perceptions of TBI at Anadolu University School of Foreign Languages. Control and experimental class data were gathered through questionnaires, interviews and oral tests. Oral pre- and post-tests were administered to both classes comprising 45 students total. The teacher’s perceptions of TBI were explored in pre- and post-treatment interviews, and a post-treatment interview was also conducted with a focus group from the experimental class. Questionnaires were distributed to the experimental group after each of 11 treatment tasks. Data from the oral pre- and post-tests and questionnaires were analyzed quantitatively while data from the teacher interviews and the focus group discussion were analyzed qualitatively. T-tests were run to compare the improvement between groups and to analyze improvement within groups. The T-tests revealed no significant differences in any of the comparisons. The study demonstrated, however that students’ general perceptions of taskbased instruction were positive, and the interview with the study teacher also yielded a positive result. The questionnaire results demonstrated that students had neutral or partially positive reactions to the treatment tasks but found these helpful in developing their oral skills. Findings of this study may inspire teachers teaching speaking to adapt some of the activities in the usual course book according to a more task-based approach, so that students can participate in oral practice of language actively and in turn help them improve their speaking abilities.Item Open Access The effects of task switching within and between languages on L2 reading comprehension(Bilkent University, 2016-06) Tan, Lorie MarieThe purpose of this study is to compare how scores on reading comprehension tasks are affected by switching between two activities within and between languages. Two overarching scenarios with three subsections are involved in this study. The first scenario measures reading task scores when both the reading task and an extraneous task are being performed in one’s second language (L2); the participants switch between tasks but remain in L2. The second scenario measures reading task scores when the reading task is performed in L2, but the extraneous task is performed in one’s native language (L1); the participants not only switch between tasks, but also switch between L2 and L1. The subsections denote the nature of the extraneous tasks: hearing a conversation in the background, speaking with someone face to face, and engaging in text messaging. This study was conducted at the English preparatory school of an English-medium university in Ankara, Turkey. Seven groups of participants completed the same reading comprehension tasks in L2 under varying conditions: hearing a conversation in L2 in the background, hearing a conversation in L1 in the background, engaging in conversation in L2, engaging in conversation in L1, engaging in text messaging in L2, engaging in text messaging in L1, and no distractions. The results indicate that participants scored higher, on average, when remaining in L2 for both tasks and scored lower when switching between L2 and L1. To gain insight into these results, interviews were conducted with two individuals who had engaged participants in conversation and text messaging in L1 and L2. Analysis of the interview transcripts indicates that the word choices and styles of communication differed between L1 and L2, and that participant responses tended to be more extensive in L1, particularly while text messaging. As the findings of this study indicate that overhearing conversation in L1 can pose a distraction to learners working in L2, teachers and students alike ought to be mindful of this and curb the dispensable use of L1 in the classroom. Further pedagogical implications include creating language courses that promote metacognition and reflection in order to raise learner awareness of the effects of task switching, language switching, and divided attention on learning.Item Restricted Eşekarısı(1994) İnan, Mehmet Ali