Влияние повторения задания и знакомства с содержанием на степень свободы владения языком и точности при написании изложений у студентов, изучающих английский язык как иностранный: практическое исследование
Аннотация
Развитие навыков письма стало одной из приоритетных задач для многих обучающихся английскому языку как иностранному (EFL). Для этого необходимо, чтобы занятия в аудитории способствовали созданию возможностей для точной и свободной коммуникации в письменной и устной формах. Опираясь на данные, свидетельствующие о том, что повторение заданий позволяет учащимся выполнять последующие задания более эффективно и точно, данное исследование посвящено изучению вероятного влияния повторения с четырьмя заданиями на изложение (а именно изложение историй в письменной форме после просмотра коротких анимационных видеороликов) на свободную речь и точность (СРТ) пяти студентов EFL. Для этого во время выполнения каждого задания измерялся уровень СРТ студентов. Кроме того, для лучшего понимания динамики уровня СРТ в зависимости от восприятия студентами процесса выполнения задания и осведомленности о содержании заданий, были включены качественные данные из анкет, заполняемых студентами после выполнения каждого задания. Полученные данные свидетельствуют о том, что уровень СРТ студентов постепенно увеличивался по прошествии нескольких недель. Самые высокие уровни АФ были обнаружены при выполнении заданий, содержание которых было знакомо учащимся. Обратная ситуация наблюдалась, когда студенты утверждали, что не знакомы с содержанием. В данной статье выдвигается аргумент, что повторение заданий (процедурное) может быть полезным для улучшения СРТ учащихся при выполнении письменных заданий; однако, если использовать эту практику при недостаточном знакомстве учащихся с содержанием, можно наблюдать динамическое развитие СРТ, в котором могут проявляться противоречивые результаты.
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Литература
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