Anda belum login :: 23 Apr 2024 09:38 WIB
Detail
ArtikelExploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency  
Oleh: Takimoto, Masahiro
Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Pragmatics: An Interdiciplinary Journal of Language Studies vol. 41 no. 5 (May 2009), page 1029–1046.
Topik: Input-based task; Structured input task; Consciousness-raising task; Proactive explicit information; Pragmatic proficiency
Fulltext: Takimoto_Masahiro.pdf (341.04KB)
Isi artikelThe present study evaluates the relative effectiveness of three types of input-based instruction: comprehension-based instruction (proactive explicit information + structured input task), structured input instruction (structured input task), and consciousnessraising instruction (consciousness-raising task). The present study also investigates how the effectiveness of these different types of input-based instruction varies according to the method of assessment of learners’ pragmatic proficiency. Treatment group performance was compared to that of a control group on pre-, post-, and follow-up tests, which took the form of a planned discourse completion test, a planned role-play test, an unplanned listening judgment test, and a planned acceptability judgment test. The results of the data analysis indicate that the three treatment groups performed significantly better than the control group, but that the comprehension-based instruction group did not maintain the positive effects of the treatment between the post-test and followup test in the listening test. The results of the data analysis also reveal a significant main effect for Test and the three types of inputbased instruction varies according to the method of testing.
Opini AndaKlik untuk menuliskan opini Anda tentang koleksi ini!

Kembali
design
 
Process time: 0.015625 second(s)