Author

Farhangian University

Abstract

Abstract
The present study examined the effect of genre-based tasks on EFL learners'
speaking performance and probed whether genre-based tasks may empower EFL
learners to perform better on speaking tests. A further concern of the study was to
explore whether the effect of genre-based tasks on speaking ability of EFL learners
varied across different age groups, i.e. teenagers (13-16 years old) and young adults
(24-27 years old). To this end, some generic based consciousness-raising tasks
(CRT) were adapted from the model proposed by Benedict (2006) to develop
control of a genre used as the treatment procedures. Two different speaking tests of
different genres (e.g. recount, report, review, etc.), used as pretest and posttest,
were administered to 120 senior university students majoring in English language
translation. The results indicated that consciousness-raising tasks significantly
affected EFL learners' speaking performance. However, the effect of generic-based
CRTs did not vary across different age groups. Overall, the findings provided
empirical support for the facilitative effect of generic-based consciousness-raising
tasks on speaking performance of EFL learners. The findings may promise
implications for EFL speaking syllabuses and provide guidelines to designers to
accommodate the insights derived from the genre-based instruction perspective.

Keywords

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