چكيده
The purpose of this study is to investigate the effect of task structure on Iranian EFL learners’ oral narrative retelling with different language proficiency levels. In order to do that, at first, one hundred forty male and female students (age range 14-32) were selected non-randomly from Iran National Language Institute. Then, for determining their homogeneity, Nelson Homogeneity pretest was applied to the participants. After approving the groups'( intermediate and advanced) differences according to the obtained results from pretest, one-hundred participants were selected for the study and were divided into two experimental groups ( 25 intermediate and 25 advanced students) and two control groups ( 25 intermediate and 25 advanced students),and they sat for another pretest of oral narrative retelling from their reading books. So, their retelling was recorded by the researcher. Then, Experimental groups were ready for treatment period but the control groups received no treatment. After the treatment period for 8 sessions, the participants were ready for posttest. The results of data analysis indicated that task structure affects oral narrative retelling. It can also be concluded that there was significance difference between control and experimental groups' oral narrative retelling at different language proficiency levels. So, the findings can be helpful in the way of helping teachers to give students more responsibility, teach structures and pay attention to the time. So, it is important to inform the students of the importance of oral narrative retelling in their learning process.
Key words: Oral retelling, Narrative task, Task structure
