The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech
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 b...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Tabriz Branch
2009-10-01
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| Series: | Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | http://jal.iaut.ac.ir/article_524136_aea0969ccc795f625dc24991a063185c.pdf |
| _version_ | 1818615083651039232 |
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| author | omid tabatabaie masumeh yakhabi |
| author_facet | omid tabatabaie masumeh yakhabi |
| author_sort | omid tabatabaie |
| collection | DOAJ |
| description | 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 & 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. |
| first_indexed | 2024-12-16T16:28:16Z |
| format | Article |
| id | doaj.art-f879232748b947c6b1bfd636588d3a76 |
| institution | Directory Open Access Journal |
| issn | 2008-8434 2538-1695 |
| language | English |
| last_indexed | 2024-12-16T16:28:16Z |
| publishDate | 2009-10-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of Applied Linguistics |
| spelling | doaj.art-f879232748b947c6b1bfd636588d3a762022-12-21T22:24:41ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952009-10-0125218248524136The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speechomid tabatabaiemasumeh yakhabiThis 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 & 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.http://jal.iaut.ac.ir/article_524136_aea0969ccc795f625dc24991a063185c.pdfComprehensible InputComprehensible OutputaccuracyComplexity |
| spellingShingle | omid tabatabaie masumeh yakhabi The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech Journal of Applied Linguistics Comprehensible Input Comprehensible Output accuracy Complexity |
| title | The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech |
| title_full | The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech |
| title_fullStr | The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech |
| title_full_unstemmed | The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech |
| title_short | The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech |
| title_sort | effect of comprehensible input and comprehensible output on the accuracy and complexity of iranian efl learners oral speech |
| topic | Comprehensible Input Comprehensible Output accuracy Complexity |
| url | http://jal.iaut.ac.ir/article_524136_aea0969ccc795f625dc24991a063185c.pdf |
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