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The effects of task type and L2 proficiency on discourse appropriacy in oral task performance

Ekiert, M; Lampropoulou, S; Revesz, AJ; Torgersen, E; (2018) The effects of task type and L2 proficiency on discourse appropriacy in oral task performance. In: Taguchi, N and Kim, Y, (eds.) Task-Based Approaches to Teaching and Assessing Pragmatics. (pp. 248-263). John Benjamins: Amsterdam, Netherlands. Green open access

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Abstract

Conceived within the TBLT framework, the present study examined pedagogic tasks as vehicles for demonstrating L2 learners’ discourse appropriacy in oral production. Eighty ESL learners’ discourse appropriacy was measured using three pragmatically-oriented task types (complaint, refusal, and advice) across four different proficiency levels. The findings showed that, for all task types, as general proficiency increased, ratings of discourse appropriacy also increased. We found that there was a pronounced difference in discourse appropriacy between the intermediate and advanced proficiency levels, and that for learners at higher levels of proficiency, discourse appropriacy did not vary from task to task. In contrast, task type made a difference for less proficient learners in that the refusal task was particularly challenging compared with other tasks.

Type: Book chapter
Title: The effects of task type and L2 proficiency on discourse appropriacy in oral task performance
ISBN-13: 9789027200914
Open access status: An open access version is available from UCL Discovery
DOI: 10.1075/tblt.10.10eki
Publisher version: https://doi.org/10.1075/tblt.10.10eki
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10053838
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