文章基本信息

标题：DEVELOPING SPEAKING SKILLS AT TERTIARY LEVEL: IMPLICIT VERSUS EXPLICIT APPROACHES
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作者：Sajida Bhanu.P ; S.Vijaya Kumar
期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：2
页码：4564-4572
DOI：10.9756/INT-JECSE/V14I2.504
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Many students at the tertiary level have inadequacies in their second language speaking abilities, adversely impacting their academic and professional prospects. Role-playing is suggested as a potentially useful speaking instructional process for promoting language development particularly, communicative competency. This study analyses the impact of role-playing through a strategy-based intervention. Using a true experimental design, the researcher obtained speech samples from these tasks and classified them in speech clarity, accuracy, body language, and correctness. The control group was exposed to indirect instruction, also called implicit instruction, and the experimental group was exposed to strategy-based teaching, also called explicit instruction. According to the paired t-test, the experimental group performed better in all the parameters than the control group following the intervention. These findings are examined in connection to special elements of the L2 role-playing strategy, which have significant consequences for second-language speaking development.
关键词：L2 Speaking Pedagogy;Implicit Instruction;Explicit Instruction;Role-play;Learning Outcomes