inioA Pilot Study on Task Frequency Effects of Input—Output Cycles on EFL Learners’ Oral Proficiency

A Pilot Study on Task Frequency Effects of Input—Output Cycles on

EFL Learners’ Oral Proficiency

Abstraction Thisp apergive sareporto fthe findingso fap ilotstudyontaskfrequencye ffectso finput-outputcyc leso nEFLlearners’o ralp ro fic iency.Theresultss ho wedthatthee xp er imentalgro up madegreaterpro gre ss incomp lexityandaccuracythancontro lgroup s.Wemaycometotheconc lus io nthatc ircularinp ut-o utbene fits le arners mos t.Thestudymaygive so me ins ights fo rfore ignlanguageteac hersto gives eco ndlanguage learnersapp ropriatetasks inlisteningandspeakingclasses.

Keywo rds ta sk frequencyinp ut-o utp utcyc le soralpro fic iency

1.Intro d uc t io n

Accordingto Ellis ’ op inio n learners ’ acquis itio no faseco ndlanguage L2dependso nthe ire xperienceo fthis languageando nwhattheycanmakeo fit

Ellis2009 .The learners’ experiencetaskfrequencyp laysaro le inlanguage learning

Harrinto nandDennis2002 .Thisstudyusedthemicro geneticanalys ismethodandexperimentalmethodto exp lorethetaskfrequencye ffectso finput-outputcyc le sonthes econdlanguage learners’o ralpro fic iencythro ughsto ryrete lling.Previo usstudie susuallyinve stigatedinp utfrequencyo ro utp utfrequencyseparate lybasedo ninp uthypothes is outputhypothe sisorusage-basedmodelwithexperimentalmethodsorcorpus-basedmethodsEllis2002Ellis&Co llins2009Ellis&Ferre ira-j unio r2009Ro hde2009Ro tt2007DuyckandVandere lis teta l.2008 Toth2006 .Thosestudie sprovedthatinputfrequencyandoutputfrequencyp layeddifferentro le sinthecreationo fthe learners’linguisticsystem.However tho sestudiesdidn’tre flectwhats eco ndlanguage learnersreallydo innaturallearnings ituation.Untilnow thereareonlyafewstudie sthathavedoneonthecombinedeffectso finputandoutput

 e.g.Ro tt  WilliamsandCamero n2002  Gu  2005  Erlam 

2003 .Thisstudymaydeepeno urunderstandingo fthe learningproce ss inwhic hinputfrequenc yando utp ut freque nc ya reb othinte grativep arts ratherthanseparateo ne s.Itmayalsopro videso me evidence forinp uthypothe s is outputhypothe s is  conne ctionism constructiongrammarand soc ioculturaltheory

SCT .The studymaygive some ins ights fo rfore ignlanguageteachersto givesecondlanguage learnersapprop riateta sks inlisteningand speakingc lass es.

2.Literature Re vie w

1Researchdoneoninputfrequencyandoutputfrequency

N at io n  1989 examinedthe impro ve me nto fflue nc ya fte rlearnerso fEnglis hrepeatedthes ameunre hearsedtalkemp lo ying4/3/2 tec hnique.The4/3/2 tec hnique invo lves fo urstep s.F irst a learne rspe ndsa fewminutespreparingatalko na give ntop ic justthinkingo fwhatheorshewilltalkaboutanddoe snotmakenote s.Secondthe learnerpairsup withanotherleanerandtalkso nthattop ic fo rfo urminutes.The lis tene