Abstract:
This study aimed at investigating the potential of different learning tasks in
creating a medium for production of discourse markers (DMs). 60 Iranian
female EFL (English as a foreign language) students with intermediate level of
proficiency rated on Oxford placement test were randomly selected to
participate in this study. They were randomly assigned into two groups of
students performing optional information exchange task types (OIE) such as
problem solving, decision making and opinion exchange tasks and required
information exchange task types (RIE) such as storytelling, information gap
and spot the differences. Students were instructed to perform the tasks for
eight sessions and their performance was audio recorded and transcribed for
further analysis. The results of chi-square and crosstabs analysis on frequency
and types of DMs indicated that optional information tasks were significantly
more potential in providing a medium for production of DMs. In addition,
three types of required information exchange task types and three optional
information exchange task types had significantly different potential in
creating a medium for the occurrence of different types of DMs. Teachers,
materials developers and researchers should make principled decisions about
language learning task since tasks mediate attending discursive features of
language differently. Suggestions for further study were discussed in the light
of the limitations of the study
Machine summary:
<H1>The Potential of Required and Optional Information Exchange Tasks: Frequency and Types of Discourse Markers in Focus</H1> Asieh Esmail Beigi * Karaj Branch, Islamic Azad University, Karaj, Iran <H1>Zohre Mohamadi</H1> Karaj Branch, Islamic Azad University, Karaj, Iran Abstract This study aimed at investigating the potential of different learning tasks in creating a medium for production of discourse markers (DMs).
From cognitive perspective , research explored how different types of tasks and their design and implementation variables such as code complexity and planning time affect attentional resources learners divide to accuracy, fluency and complexity of language (Sadeghi &amp; Mosalli, 2013).
Besides, large number of studies utilizing means-based statistical analysis of task-based instruction efficacy on language achievement through interventionist approaches they adopt masks how implicit non-interventionist instruction can help learners' develop inter- language further through attending discursive features including discourse markers (Dastjerdi &amp; Farshid, 2011; Rymes, 2015; Takahashi, 2005).
To fill such a void, present study is intended to investigate the potential of two general classes of task types (required and optional information exchange tasks) and their sub-types in creating a medium for the occurrence of different types and frequency of discourse markers produced by EFL learners in non-interventionist pedagogical context (task-based performance).
Table 4 Frequencies, Percentages and Adjusted Residual Values; Types of Discourse Markers by Groups (به تصویر صفحه رجوع شود) Based on these results, it can be claimed that: There was not any significant difference between the RIE (n = 144, Adj. Residua = 1.