<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners’ speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants’ monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate’s (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998, 2009) between accuracy and complexity.</p></abstract>

The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners’ speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants’ monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate’s (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998, 2009) between accuracy and complexity.

Reading input flooding versus listening input flooding: Can they boost speaking skill?

PhD, Associate Professor of Applied Linguistics TEFL Department, Islamic Azad University, North Tehran Branch Babaii High way, Hakimiyeh,

Islamic Azad University, North Tehran Branch,

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL...

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Data publikacji: 14 mar 2017

Zakres stron: 39 - 58

DOI: https://doi.org/10.1515/jolace-2017-0003

Słowa kluczowe
accuracy, complexity, listening input flooding, reading input flooding, speaking skill

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Data publikacji: 14 mar 2017

Zakres stron: 39 - 58

DOI: https://doi.org/10.1515/jolace-2017-0003

Słowa kluczoweaccuracy, complexity, listening input flooding, reading input flooding, speaking skill

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Słowa kluczowe
accuracy, complexity, listening input flooding, reading input flooding, speaking skill