ABSTRACT

The current study explores whether form-focused instruction with different timing and availability conditions can be used with repetitive writing tasks to enhance grammatical accuracy and fluency. Sixty-one intermediate English as a foreign language (EFL) learners performed three text reconstruction tasks: Task 1, Repeat Task, New Task, and Delayed Task. At the repeat performance, participants received either no explicit instruction (EI) (control), pre-writing EI (pre-EI), pre-writing EI also available during task enactment (pre + online-EI) or post-writing EI (post-EI). The results revealed that task repetition in the control group and to a greater extent in the experimental groups led to enhanced written accuracy and fluency. Concerning accuracy, the pre + online-EI group outperformed all other groups and showed a gradual decrease subsequently. In contrast, the pre-EI and post-EI groups were not found to be different and their enhanced repeat performance declined sharply afterwards. Written fluency flourished and was maintained in the post-EI group followed by the pre-EI and control groups. There were no significant changes in the pre + online-EI learners’ written fluency.

摘要

目前的研究探讨了具有不同时间和可用性条件的以形式为中心的教学是否可以用于重复性写作任务，以提高语法准确性和流畅性。61 名中级英语作为外语 (EFL) 学习者执行了三项文本重建任务：任务 1、重复任务、新任务和延迟任务。在重复表演中，参与者要么没有收到明确的指令（EI）（控制）、预写 EI（预 EI）、在任务执行期间也可用的预写 EI（前 + 在线 EI）或写后 EI（ EI 后）。结果表明，控制组的任务重复以及实验组在更大程度上提高了书写的准确性和流畅性。在准确性方面，pre+online-EI 组的表现优于所有其他组，随后呈现逐渐下降的趋势。相比之下，没有发现前 EI 和后 EI 组有不同，并且其增强的重复性能之后急剧下降。写作流畅性在后 EI 组中蓬勃发展并保持，其次是前 EI 和对照组。pre+online-EI学习者书写流畅度无明显变化。