خلاصة:
Promoting communicative interactions, while simultaneously
drawing students’ attention to language form, is considered as a
potentially significant area of research in second language
acquisition. This study focuses on the effect of transcribing task, as an
autonomous noticing activity, on intermediate and advanced EFL
learners' grammatical accuracy. The study was conducted in two
advanced and two intermediate adult EFL classrooms, with one class
in each level of proficiency serving as the control group and the other
as the experimental group. Every session, over a period of 20 weeks, a
classroom oral discussion task was assigned to both intermediate and
advanced learners. For this purpose, learners were divided into
groups of three or four in each class. Students were asked to record
their groups' conversations each session. Students in the control
groups gave their recorded conversations to the teacher without any
post-task activity. Unlike the control groups, the students in the
experimental groups were engaged in the post-task activity. Working
individually, learners in the experimental groups first transcribed the
recorded classroom speaking task and autonomously tried to find and
correct their own and their peers' grammatical errors. Subsequently,
working collaboratively, learners were engaged in further discussion
and reformulation of these inaccurate utterances. The results
obtained from one-way ANOVA indicated that transcription of oral output with a follow up self and peer correction significantly
enhanced the accuracy of EFL learners’ oral production.
ملخص الجهاز:
Working individually, learners in the experimental groups first transcribed the recorded classroom speaking task and autonomously tried to find and correct their own and their peers' grammatical errors.
Keywords : autonomy, grammatical accuracy, group discussion task,transcription During the last few decades, one of the most significant and influential developments in the area of second language education has been a shift of perspective, at an ontological level, from a cognitive orientation toward social dimensions of language learning and teaching (Benson, 2011; Block, 2003; Firth & Wagner, 1997).
To help learners to notice cases of inaccuracies in their own output, transcription exercise has been recognized as a useful post-task activity (Cooke, 2013; Lynch, 2001, 2007; Mennim, 2003, 2012; Stillwell et al.
Second, to promote language awareness and reflection on L2 output a follow-up post task activity was designed and the learners were asked to transcribe their conversation and then focus on erroneous utterances they and their partners produced while negotiating meaning.
What is the effect of individual and group autonomous activities (self- and peer-correction, collaborative reflection and reformulation of incorrect utterances) on intermediate and advanced EFL learners’ grammatical accuracy?
From a sociocultural perspective (Vygotsky, 1978, 1986), this kind of interaction and collaboration not only helps less capable learners to expand their language competence, but also provides an opportunity for more capable ones to consolidate their current knowledge when using it to provide educational assistance to other members (Nassaji & Tian, 2010).