Effects of Task Characteristics on Learners’ Fluency, Complexity and Accuracy during EFL Interactions: Implications for Speaking Practice

Year 2017, Volume: 7 Issue: 2, 70 - 89, 01.07.2017

Edgar Emmanuell Garcia-ponce

Abstract

 Following the claim that tasks impact qualitatively and quantitatively on learner talk,
a growing body of research has explored the effects of tasks on learners’ fluency,
complexity and accuracy (i.e., oral performance). However, this research has been
mostly conducted in experimental and second language settings, leaving
considerably unexplored the effects of tasks on oral performance in EFL classrooms.
In response to this, the present study examined learners’ oral performance during
speaking practice in EFL classrooms. In exploring uncontrolled teacher- and learner-
led speaking practice at three proficiency levels, the findings indicated that fluency
can be accompanied by either complexity or accuracy, but not all three dimensions.
These findings raise intriguing questions as to the effectiveness of speaking practice
to promote oral performance and thus competence. In an attempt to enhance these
interactions, the study suggests some pedagogical implications involving
interactional behaviour, post-tasks, and task manipulation which may promote the
three dimensions. 

Keywords

Accuracy, Complexity, Fluency, Oral Performance, Speaking Practice Tasks, Trade-off Effects

References

• Bardovi-Harlig, K. (1992). A second look at t-unit analysis: Reconsidering the sentence. TESOL Quarterly, 26, 390-395. doi: 10.2307/3587016