期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2015
卷号：4
期号：1
页码：247-254
DOI：10.7575/aiac.ijalel.v.4n.1p.247
出版社：Australian International Academic Centre PTY. LTD.
摘要：The impetus of the present study was to examine the effect of task complexity and sequence on speaking according to performance data collected from 60 intermediate Iranian EFL learners on two tasks (a map task and a car task). In order to examine the effects of task sequence and complexity in enhancing EFL learners’ speaking ability in three different areas including accuracy, fluency and complexity, descriptive statistics as well as independent samples T-tests were run to the results of each sections of the speaking test for both control and experimental groups in posttest. It was found that task sequence and complexity had significant effects on Iranian intermediate EFL learners’ speaking ability. The findings of the study also revealed that the participants in the experimental group, who practiced task sequence and complexity, far outweighed the control group in complexity and fluency than the other area of the speaking test.
其他摘要：The impetus of the present study was to examine the effect of task complexity and sequence on speaking according to performance data collected from 60 intermediate Iranian EFL learners on two tasks (a map task and a car task). In order to examine the effects of task sequence and complexity in enhancing EFL learners’ speaking ability in three different areas including accuracy, fluency and complexity, descriptive statistics as well as independent samples T-tests were run to the results of each sections of the speaking test for both control and experimental groups in posttest. It was found that task sequence and complexity had significant effects on Iranian intermediate EFL learners’ speaking ability. The findings of the study also revealed that the participants in the experimental group, who practiced task sequence and complexity, far outweighed the control group in complexity and fluency than the other area of the speaking test.
