چکیده:
This study aimed at investigating the relative impact of comprehensible input and comprehensible output on the development of grammatical accuracy and syntactic complexity of Iranian EFL learners’ oral production. Participants were 60 female EFL learners selected from a whole population pool of 80 based on the standard test of IELTS. To investigate the research questions, the participants were randomly divided into three groups: Input group, output group, and control group. The study involved two phases: the pre-task phase, and the main-task phase. During the pre-task phase, the input group received comprehensible input. In the same phase, the output group was pushed to be engaged in comprehensible output production. The control group neither received input, nor was engaged in output production. In the main-task phase, all subjects performed monologues that were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001) standard coding system and finally scored. The statistical analysis of the results revealed that while the output group outperformed the input group in grammatical accuracy, the input group proved to be more rigorous and influential in developing speech complexity. The study supports Swain’s (1985) claim that there are roles for comprehensible output that are different from and independent of comprehensible input, and Skehan amp; Foster's (2001) theory regarding human beings’ limited attentional capacities that can be devoted to one aspect of oral speech at the expense of the other. Generally, it is implied that the most effective way for improving oral speech, based on the literature and the results obtained from this study, is an eclectic approach which conflates both comprehensible input and comprehensible output.
خلاصه ماشینی:
"Objectives of the Study Regarding the stated problem, the present study mainly aims to investigate and compare the impact and the degree of influence of comprehensible input and output on the accuracy and complexity of Iranian EFL learners’ oral speech.
In fact, the existence of difference among the complexity mean scores of the participants in the three groups implies that input reception and output production tasks have led to changes in the number of words used per t-unit ; hence the complexity of speech.
The results revealed that the difference existing between number of words (as indicator of complexity) in the CI and CO groups was not significant, that is neither of these variables proved to be more rigorous and influential than the other one in developing the complexity of Iranian EFL learners’ oral speech.
The fourth null hypothesis of the research that states comprehensible input and output have the same effect on the complexity of EFL learners oral performance is also confirmed based on the results obtained from this study.
The results of this study also revealed that there existed no significant difference between the number of errors (as indicator of accuracy) in the speech of input and output group members, indicating that neither CI nor CO has been more influential in developing the accuracy dimension of Iranian EFL learners’ oral speech.
Conducting the study with another different population regarding their L1, level of proficiency, educational background, learning environment, and other variables may lead to quite different results about the influence of input and output on accuracy and complexity of EFL learners’ oral speech."