Abstract

This study was designed to explore improvement in conversational interactions by English speakers learning Spanish when exposed to task-based speaking activities in three phases. Fifty-three college students enrolled in Intermediate Spanish 1 and Intermediate Spanish 2 engaged in input activities, recorded summaries and reflections on the input content with VoiceThread technology, and reported their findings in face-to-face and online group conversation. The results of the study were mixed: Applying the Advanced Placement Spanish Language and Culture rubric for pre- and posttest showed that students in Intermediate 2 significantly improved; however, those in Intermediate 1 showed no significant improvement. In addition, students reported very positive experiences with input, presentational output, and interpersonal output activities.

摘要

本研究旨在探索在三个阶段进行基于任务的口语活动时，英语学习者在学习西班牙语时对话互动的改善。53 名参加中级西班牙语 1 和中级西班牙语 2 的大学生参与了输入活动，利用 VoiceThread 技术记录了对输入内容的总结和反思，并通过面对面和在线小组对话报告了他们的发现。研究结果喜忧参半：在前测和后测中应用进阶先修西班牙语语言和文化量表表明，中级 2 的学生显着提高；然而，中间体 1 中的那些没有表现出显着的改善。此外，学生报告了在输入、演示输出和人际输出活动方面的非常积极的体验。