A study into the effectiveness of pushed/non-pushed spoken output tasks focussing on upper intermediate students in the EFL classroom

0044 English OPEN
Byrne, Shelley;
  • Subject: Q320 | Q220

The study reported upon in this thesis investigated the effectiveness of pushed and non-pushed speaking tasks in a UK university setting with 21 upper-intermediate students of English. Specifically, the study addressed a) if a pushed speaking task produced more language... View more
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    1.0 Introduction…………………………………………………………………………… 1 1.1 The Aims of the Study………………………………………………………………….. 4 2.0 The Literature Review………………………………………………………………... 5 2.1 A Brief Introduction to the Comprehensible Output Hypothesis and the Theory to 5 which it Reacts…………………………………………………………………………..

    2.2 The Input Hypothesis Claims…………………………………………………………... 5 2.3 The Arrival of the Comprehensible Output Hypothesis……………………………….. 9 2.4 The Comprehensible Output Hypothesis and the Role of Formal Language Instruction 12 2.5 A Method for Pushing Students………………………………………………………... 13 2.6 The Functions of Comprehensible Output……………………………………………... 15 2.7 Linguistic Processes: A move from semantic processing of language to syntactical 15 processing……………………………………………………………………………….

    2.8 The Noticing Function………………………………………………………………….. 17 2.9 The Hypothesis Forming and Testing Function………………………………………... 20 2.10 The Metalinguistic Function……………………………………………………………. 21 2.11 The Fluency Function…………………………………………………………………... 23 2.12 Previous Studies………………………………………………………………………. 24 7.0 Bibliography…………………………………………………………………………… 95 8.0 Appendix………………………………………………………………………………... (appe1ndix)

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