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Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language

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Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language Elena Markina ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. No se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR o al Repositorio Digital de la UB (framing). Esta reserva de derechos afecta tanto al resumen de presentación de la tesis como a sus contenidos. En la utilización o cita de partes de la tesis es obligado indicar el nombre de la persona autora. WARNING. On having consulted this thesis you’re accepting the following use conditions: Spreading this thesis by the TDX (www.tdx.cat) service and by the UB Digital Repository (diposit.ub.edu) has been authorized by the titular of the intellectual property rights only for private uses placed in investigation and teaching activities. Reproduction with lucrative aims is not authorized nor its spreading and availability from a site foreign to the TDX service or to the UB Digital Repository. Introducing its content in a window or frame foreign to the TDX service or to the UB Digital Repository is not authorized (framing). Those rights affect to the presentation summary of the thesis as well as to its contents. In the using or citation of parts of the thesis it’s obliged to indicate the name of the author. Ciència Cognitiva i Llenguatge Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language TESI DOCTORAL Elena Markina Director i tutor: Dr. Joan Castellví Víves Departament de Filología Catalana i Lingüística General Universitat de Barcelona Barcelona, Septembre 2018 ABSTRACT The present study explores the impact that task-supported language teaching (TSLT) and task- based language teaching (TBLT) have on the acquisition of case forms and verbs of motion in Russian and on learners’ written and oral production. From a methodological point of view, the study follows a pre-test – immediate post-test – delayed post-test design. Data have been obtained from first and second year students of the University of Barcelona (n=54) with a low level of proficiency in Russian. Each learner was assigned to a task-supported (TS) or task-based (TB) group and received 14 hours of corresponding treatment. The TSLT treatment for the first year students focused on the use of prepositions and case forms, and the treatment for the second year students involved the Russian verbs of motion with and without prefixes. For the TBLT treatment, the acquisition of the same linguistic items was analysed. These items were present in the tasks designed for the experiment. Data were obtained by means of three grammar tests (fill in the blanks, multiple choice and grammaticality judgment tests), a written task which required learners to write a letter / an email to a friend and two oral tasks (room description and map task). Measures include the target-like use of prepositions, case forms and verbs of motion in the grammar tests and in oral and written production, the number of errors per words for general accuracy, the number of clauses per T-unit and the mean length of clause for syntactic complexity, Guiraud’s Index of lexical richness for lexical complexity, and speech rate for oral fluency. Statistical tests related to the use of prepositions and case forms show that both approaches provided positive results in the immediate post-test, however, neither task-supported nor task-based treatment led to a significant improvement in the long-term perspective. On the other hand, participants in both groups demonstrated a significant improvement in the target-like use of verbs of motion produced in their oral and written performance and used in their grammar tests. In written production, learners’ syntactic complexity measured by means of clauses per T- unit and lexical complexity significantly increased after the treatment, whereas phrasal complexity (mean length of clause) did not change over time. Written accuracy significantly improved in both groups immediately after the treatment. However, learners in the TB group maintained this improvement three months after the treatment, whereas the accuracy of learners in the TS group decreased to the level they had before the treatment. In oral production, learners in both groups significantly improved their general accuracy in the performance of the map task. Lexical complexity and fluency improved in both oral tasks. As for syntactic complexity, no changes were found in any of the tasks. The comparison of the effects that the two types of treatment have had on different aspects of learners’ production reveals that participants in the TS and TB groups have not significantly differed on accuracy, syntactic complexity and fluency of their oral and written performance. Task-supported and task-based treatments also had a similar effect on accuracy in the use of Russian prepositions and case forms. However, learners in the TB group have showed significantly better results than learners in the TS group as far as lexical complexity and the target-like use of verbs of motion are concerned. RESUMEN El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de dos propuestas metodológicas diferentes, las llamadas TSLT y TBLT, donde TSLT (Task-supported language teaching) se refiere a la instrucción con énfasis en las formas en la que las tareas se utilizan como soporte y TBLT (Task-based language teaching) se refiere a la enseñanza basada en tareas. El objeto de análisis es la adquisición de los casos y de los verbos de movimiento, tanto en la producción oral como la escrita, en los parámetros de la complejidad, corrección y fluidez. Desde el punto de vista metodológico, el estudio experimental sigue el diseño de pre-test ‒ post-test inmediato ‒ post-test diferido. Los datos han sido obtenidos a partir del trabajo con estudiantes de primer y segundo curso de la Universidad de Barcelona (n=54) con un nivel i elemental de competencia en lengua rusa. Los estudiantes se han repartido en 4 grupos: 2 grupos en el primer curso (nivel por debajo de A1) y 2 grupos en el segundo curso (A1). Tanto en el primer como en el segundo curso un grupo ha trabajado con la metodología TSLT y el otro con TBLT. Cada uno de los 4 grupos ha recibido 14 horas de formación. La instrucción en TSLT de los estudiantes del primer curso ha sido enfocada al uso de preposiciones y los casos y, en la del segundo curso, se ha centrado en los verbos de movimiento con y sin prefijos. Del mismo modo se ha estudiado en qué medida la aproximación TBLT favorece la adquisición de los mismos elementos lingüísticos. Los datos analizados se han obtenido a partir de tests gramaticales (espacios en blanco, selección múltiple y tests de gramaticalidad), una tarea escrita consistente en escribir una carta o correo electrónico a un amigo, y dos tareas orales (la descripción de una habitación y una Map task). Los datos obtenidos en los tests de gramática hacen referencia al uso de las preposiciones, de las formas declinadas y de los verbos de movimiento. En la producción oral y escrita, la corrección se mide a partir del número de errores respecto al número de palabras; la complejidad sintáctica, según el número de proposiciones por T-unit y la longitud de las proposiciones; la riqueza léxica se mide a partir del índice de Guiraud; y la fluidez oral, por el índice de sílabas respecto al tiempo de elocución. El análisis estadístico de la adquisición de las preposiciones y las formas declinadas muestra que tanto con TSLT como TBLT se consiguen resultados satisfactorios en el post-test inmediato, pero no en el post-test diferido. En cambio, independientemente del tipo de instrucción, los participantes sí han demostrado progresos significativos en su competencia de los verbos de movimiento, tanto en la producción escrita como en la oral. En la producción escrita, la complejidad sintáctica medida en proposiciones por T-unit y la complejidad léxica aumentan significativamente después de la instrucción, mientras que la longitud media de las proposiciones no varía. La corrección en la expresión escrita mejora significativamente en ambos grupos en los tests realizados inmediatamente después del periodo de instrucción.
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