Speaking Instruction Including Task Repetition and Its Effect on High School Students’ Speech Performance

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  • SENGIKU Motoji
    Hiroshima University Fukuyama High School Graduate Student of Hiroshima University

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  • タスクの繰り返しを中心としたスピーキング指導と高校生の英語発話の質の向上
  • タスク ノ クリカエシ オ チュウシン ト シタ スピーキング シドウ ト コウコウセイ ノ エイゴ ハツワ ノ シツ ノ コウジョウ

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Abstract

The present study takes an empirical approach to assessing the effect of speaking instruction including task repetition using story-telling activities with picture cues. Second-year high school students of two classrooms repeatedly engaged in English classes with different instructional focuses accordingly for two months. Their pre-test performance being compared to their performance in post-tests, the students in the experimental group attained better performance on average, with improved complexity and fluency than their counterparts in the control group. The result supports the hypothesis that the speaking instruction lessens the students’ cognitive load at the initial conceptualization stage and helps gain better access to the vocabulary in their long-term memory during the speaking instruction including the task repetition, which consequently enhances the quality of student speeches.

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