Teaching ESL/EFL Listening and Speaking

Newton, Jonathan; Nation, I. S. P.

doi:10.4324/9780203891704

Cited by 323 publications

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“…Let's now turn to the particular type of task repetition that we focus on in the present study—the 4/3/2 technique—in which increasing time pressure gradually reduces the opportunities for online planning. Although Nation and Newton (, p. 153) call the 4/3/2 a “well‐researched activity,” to our knowledge only a handful of published studies have investigated its effectiveness. In an exploratory study, Nation () conducted the activity with six learners of English as a second language (ESL) and found pronounced fluency gains between the first and the third delivery of the talks.…”

Section: Task Repetition and The 4/3/2 Techniquementioning

confidence: 99%

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Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy

Thai

Boers

2015

TESOL Quarterly

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Studies have shown that learners' task performance improves when they have the opportunity to repeat the task. Conditions for task repetition vary, however. In the 4/3/2 activity, learners repeat a monologue under increasing time pressure. The purpose is to foster fluency, but it has been suggested in the literature that it also benefits other performance aspects, such as syntactic complexity and accuracy. The present study examines the plausibility of that suggestion. Twenty Vietnamese EFL students were asked to give the same talk three times, with or without increasing time pressure. Fluency was enhanced most markedly in the shrinking‐time condition, but no significant changes regarding complexity or accuracy were attested in that condition. Although the increase in fluency was less pronounced in the constant‐time condition, this increase coincided with modest gains in complexity and accuracy. The learners, especially those in the time‐pressured condition, resorted to a high amount of verbatim duplication from one delivery of their narratives to the next, which explains why relatively few changes were attested in performance aspects other than fluency. The findings suggest that, if teachers wish to implement repeated‐narrative activities in order to enhance output qualities beyond fluency, the 4/3/2 implementation is not the most judicious choice, and opportunities for language adjustment need to be incorporated early in the task sequence.

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Section: Task Repetition and The 4/3/2 Techniquementioning

confidence: 99%

“…This investigation is motivated by a practical, pedagogical concern—an evaluation of the 4/3/2 technique (Maurice, ) in the second or foreign language classroom. The 4/3/2 technique is intended to foster fluency development and has been advocated by, for example, Hill, Lewis, and Lewis (); Nation (); Nation and Newton (, pp. 153–154); and Wood (, ).…”

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confidence: 99%

Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy

Thai

Boers

2015

TESOL Quarterly

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“…Especially in the classroom context, where the nature and amount of input, interaction, and output is limited, it is often insufficient to provide communicative tasks only. One way to overcome the potential limitations of purely communication-oriented instruction may be to embrace the concept of practice in the sense of incorporating deliberate and systematic practice into the L2 curriculum (Gatbonton & Segalowitz, 2005;Newton & Nation, 2009;Rossiter et al, 2010).…”

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confidence: 99%

Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

Suzuki

Nakata

DeKeyser

2019

The Modern Language Journal

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This introduction to the special issue provides an overview of the role of practice in a second language (L2) from both pedagogical and theoretical perspectives. The following 5 areas of research are identified for studying L2 practice from cognitive psychology perspectives: (a) the type of practice (retrieval practice, corrective feedback, modality), (b) distribution of practice, (c) schedule of practice (blocking and interleaving effects), (d) individual difference factors (aptitude–treatment interaction), and (e) effects of practice on learning trajectories and outcomes. This special issue sets a research agenda toward better understanding the learning processes and resulting knowledge through practice. That research can inform teachers about how they can optimize L2 teaching and learning for a variety of learners across different classroom contexts.

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“…However, none of the previous studies in these areas has tested the effects of the availability of a keyword list. Authors of several textbooks on teaching formal speechmaking (e.g., Gregory, 2002;Nation & Newton, 2008) have asserted that brief speaking notes not only encourage natural speaking but also provide the speaker with cues and a sense of security. The keyword use effect (KUE) hypothesis proposed herein states, based on a logical extension of these claims, that the use of a keyword list improves oral test performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Preparation and Use of Keyword Lists on a Classroom Story-Retelling Test

Saito

2017

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The purpose of this quasi-experimental study was to explore the effects of test practice and keyword use on story-retelling test performance under four conditions. Eighty-two beginning and intermediate Japanese university students enrolled in English courses were required to practice orally summarizing two passages using a keyword list and also instructed to orally summarize one of two previously unseen passages without preparation. In the test session, two groups experienced two conditions that were identical and one that was different. Both groups retold one practiced passage with keywords at hand and a new passage without a keyword list. Group 1 retold another practiced passage with the keyword list withheld, whereas Group 2 read an additional new passage, made a keyword list, and retold it with the keyword list but without practice. Test practice was found to improve performance, but keyword list use induced better performance only when used with practice.

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Teaching ESL/EFL Listening and Speaking

Cited by 323 publications

References 0 publications

Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy

Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy

Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

Effects of Preparation and Use of Keyword Lists on a Classroom Story-Retelling Test

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