Changes in Students’ Speech Performance Through Repeated Impromptu Speaking Tasks
This article reports on a teaching practice that implemented the same speaking tasks three times with Japanese high school students and explores its effects on their utterance fluency. The students were given a 1-minute impromptu speaking task at the beginning of each English lesson throughout one t...
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| Published in | KATE Journal Vol. 37; pp. 225 - 238 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | Japanese |
| Published |
Kantokoshinetsu Association of Teachers of English
2023
関東甲信越英語教育学会 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2185-8993 2432-7409 |
| DOI | 10.20806/katejournal.37.0_225 |
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| Abstract | This article reports on a teaching practice that implemented the same speaking tasks three times with Japanese high school students and explores its effects on their utterance fluency. The students were given a 1-minute impromptu speaking task at the beginning of each English lesson throughout one term. After engaging in 10 different topics in 10 lessons (one task per lesson), they were given the first task again and thus repeated the same tasks three times. The results showed that the average number of spoken words in each task went up significantly, suggesting the effect of task repetition on the participants’ fluency, regardless of the differences in topics. However, despite the three-time task repetition, some students produced fewer words in the third round than in their first round. A close examination of their products revealed that those who tried to convey different ideas in the third round from their first one tended to have lower fluency. The study recommends that teachers ensure students build on their previous performance when repeating tasks to enhance fluency. |
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| AbstractList | This article reports on a teaching practice that implemented the same speaking tasks three times with Japanese high school students and explores its effects on their utterance fluency. The students were given a 1-minute impromptu speaking task at the beginning of each English lesson throughout one term. After engaging in 10 different topics in 10 lessons (one task per lesson), they were given the first task again and thus repeated the same tasks three times. The results showed that the average number of spoken words in each task went up significantly, suggesting the effect of task repetition on the participants’ fluency, regardless of the differences in topics. However, despite the three-time task repetition, some students produced fewer words in the third round than in their first round. A close examination of their products revealed that those who tried to convey different ideas in the third round from their first one tended to have lower fluency. The study recommends that teachers ensure students build on their previous performance when repeating tasks to enhance fluency. |
| Author | SAKATA, Takahiro |
| Author_FL | 阪田 卓洋 |
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| Author_xml | – sequence: 1 fullname: SAKATA, Takahiro organization: Junior & Senior High School at Komaba, University of Tsukuba |
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| Copyright | 2023 Kantokoshinetsu Association of Teachers of English |
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| Publisher | Kantokoshinetsu Association of Teachers of English 関東甲信越英語教育学会 |
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| References | 金谷憲（監） (2019). 『英語スピーキング力はどう伸びるのか 高校3 年間のテスト調査結果』株式 会社アルク. Ahmadian, M. J. (2011). The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?. The Language Learning Journal, 39(3), 269–280. Gass, S., Mackey, A., Alvarez‐Torres, M. J., & Fernández‐García, M. (1999). The effects of task repetition on linguistic output. Language learning, 49(4), 549–581. 文部科学省 (2017). 『中学校 学習指導要領（平成29 年告示）』https://www.mext.go.jp/content/1413522_002.pdf Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41, 829–840. 文部科学省 (2019). 『高等学校 学習指導要領（平成30 年告示）』開隆堂出版. 小泉利恵・山内逸美 (2003). 日本人中学生のスピーキング能力の発達：自己紹介のタスクを用いて, 『関東甲信越英語教育学会研究紀要』16, 17–28. 上山晋平 (2018).『はじめてでもすぐ実践できる！中学・高校 英語スピーキング指導』学陽書房. Kahng, J. (2014). Exploring utterance and cognitive fluency of L1 and L2 English speakers: Temporal measures and stimulated recall. Language Learning, 64(4), 809–854. Tavakoli, P. (2018). L2 development in an intensive study abroad EAP context. System, 72, 62–74. Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge. 国立教育研究所 (2019). 『平成31 年度（令和元年度）全国学力・学習状況調査 調査結果資料【全国版／中学校】全国―生徒（国・公・私立）【表】』https://www.nier.go.jp/19chousakekkahoukoku/factsheet/data/19m_401.xlsx Suzuki, Y. (2021). Optimizing fluency training for speaking skills transfer: Comparing the effects of blocked and interleaved task repetition. Language Learning, 71(2), 285–325. Lambert, C., Kormos, J., & Minn, D. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167–196. Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340. Levelt, W. J. (1989). Speaking: From intention to articulation. MIT press. 千菊基司 (2018). タスクの繰り返しを中心としたスピーキング指導と高校生の英語発話の質の向上. 『日本教科教育学会誌』 40(4), 25–37. Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510–532. Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied linguistics, 21(3), 354–375. |
| References_xml | – reference: 小泉利恵・山内逸美 (2003). 日本人中学生のスピーキング能力の発達：自己紹介のタスクを用いて, 『関東甲信越英語教育学会研究紀要』16, 17–28. – reference: Gass, S., Mackey, A., Alvarez‐Torres, M. J., & Fernández‐García, M. (1999). The effects of task repetition on linguistic output. Language learning, 49(4), 549–581. – reference: Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41, 829–840. – reference: Kahng, J. (2014). Exploring utterance and cognitive fluency of L1 and L2 English speakers: Temporal measures and stimulated recall. Language Learning, 64(4), 809–854. – reference: 千菊基司 (2018). タスクの繰り返しを中心としたスピーキング指導と高校生の英語発話の質の向上. 『日本教科教育学会誌』 40(4), 25–37. – reference: 上山晋平 (2018).『はじめてでもすぐ実践できる！中学・高校 英語スピーキング指導』学陽書房. – reference: Lambert, C., Kormos, J., & Minn, D. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167–196. – reference: 国立教育研究所 (2019). 『平成31 年度（令和元年度）全国学力・学習状況調査 調査結果資料【全国版／中学校】全国―生徒（国・公・私立）【表】』https://www.nier.go.jp/19chousakekkahoukoku/factsheet/data/19m_401.xlsx – reference: 文部科学省 (2017). 『中学校 学習指導要領（平成29 年告示）』https://www.mext.go.jp/content/1413522_002.pdf – reference: Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510–532. – reference: Tavakoli, P. (2018). L2 development in an intensive study abroad EAP context. System, 72, 62–74. – reference: 文部科学省 (2019). 『高等学校 学習指導要領（平成30 年告示）』開隆堂出版. – reference: Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge. – reference: Levelt, W. J. (1989). Speaking: From intention to articulation. MIT press. – reference: Suzuki, Y. (2021). Optimizing fluency training for speaking skills transfer: Comparing the effects of blocked and interleaved task repetition. Language Learning, 71(2), 285–325. – reference: Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340. – reference: 金谷憲（監） (2019). 『英語スピーキング力はどう伸びるのか 高校3 年間のテスト調査結果』株式 会社アルク. – reference: Ahmadian, M. J. (2011). The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?. The Language Learning Journal, 39(3), 269–280. – reference: Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied linguistics, 21(3), 354–375. |
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| Title | Changes in Students’ Speech Performance Through Repeated Impromptu Speaking Tasks |
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