خلاصة:
Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity, Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.
ملخص الجهاز:
"Based on the above mentioned theoretical assumptions, this study has attempted to investigate the effects of task complexity, tasks difficulty and task conditions on the learners’ grammatical accuracy while they are involved in two types of tasks: 1- Here and now (the ones in which participants are required to write a narration based on the pictures), 2- There and then (in which participants are required to write about their own past memories).
The first research question in this study addressed the effect of task complexity on the accuracy of L2 learners in the written discourse as a whole without considering any other variables.
01971 It means that in performing the two different task types in different groups there is a significant variation and effect on the participants' accuracy measurements .
The most important offering of the current study is that it gives EFL learners and EFL educators a clear explanation of how Task Complexity (Task type : Here-and-now, There-and- then), Task Difficulty (Proficiency: Lower-intermediate, Intermediate), and Task Conditions (Gender : Male and Female) affect the EFL learners ' grammatical accuracy in the written discourse .
The findings also suggest that teachers should not underestimate the learners' abilities in lower levels of their language learning programs because teachers are dealing with cognitively aware people who can understand easily what they are expected to do if the task rubrics are stated clearly; moreover, they should also consciously participate their learners in what they are performing, whether oral or written, since attention is a very useful factor in EFL classrooms."