AZ 45

Investigating the Relationship between Motivation and Complexity, Accuracy, and Fluency in Iranian Intermediate EFL Learners' Task-Based Speech

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

1399

99/07/27

مسعود سعيدي

فرزانه خدابنده

Motivation , Complexity , Accuracy , Fluency , Task-based speech

Motivation has been widely accepted by both teachers and researchers as one of the key elements that has direct influence on the rate and success of second/foreign language (l2) learning. It provides the primary impetus to initial learning the L2. This study attempts to investigate the relationship between motivation, complexity, accuracy and fluency in Iranian intermediate EFL learners' task-based speech. To do this research, among 120 students, fifty students were selected randomly based on the availability sampling. The students studied in the courses of math and experimental sciences at Sampad high school and Typical high school in Izeh, Khuzestan, Iran. The participants were in grade tenth and eleventh of high school. They were all ages sixteen or seventeen. First of all, to specify the level of students, a test of proficiency (e.g. Oxford placement test) was given to the students for the purpose of homogeneity. To calculate the linguistic variables of complexity, accuracy and fluency the participants were asked to perform the narrative task of retelling a story based on picture stories. A picture was given to the participants and they described the task based on their understanding and knowledge. Their voices were recorded by a cell phone to transcribe and analyze the data. To measure the variable of motivation MSLQ was used. This is a 44-item instrument that uses a 7-point Likert scale. After gathering data, Pearson correlation and Regression analysis were used to calculate correlation indexes as well as predictive estimates. The results of the study revealed that motivation as an affective variable and a multifaceted rather than a uniform factor had positive effects on students' complexity, accuracy and fluency in task-based speech. In other words, the students' linguistic variables (CAF) can be improved greatly by motivation. It is proved that if learners have enough motivation, there will be a possibility that they can do a better performance in task-base speech. In addition, motivation as a key element can influence the rate and success of students in the task-based speech

1401/03/03

سميه طاهري

69857