WE NEED TO INVESTIGATE
THE EFFECT OF HIGH- STAKES ENVIRONMENTS ON TASK PERFORMANCE,
TO DETERMINE WHICH LINGUISTIC PHENOMENA
CONTRIBUTE TO PERCEPTIONS OF LEVELS
OF PERFORMANCE. linguistic systems when performing a task. In exemplar-based performance, the learner draws on frequently occurring( formulaic) language chunks; in rule-based performance, the learner uses more creative, less frequent linguistic items. In line with his Trade-Off hypothesis, Skehan( 2009) suggests that using less frequent vocabulary items may have a detrimental effect on linguistic accuracy and complexity. Furthermore, reliance on linguistic chunks may increase production speed and perceived fluency( Ellis & Barkhuizen, 2005). Thus it is important, as Larsen-Freeman( 2009) points out, to consider the interaction between different dimensions of second language performance rather than treating them as independent variables.
Clearly much more detailed research is needed before we can conclude about the potential effects of task type on second language performance. Furthermore, and even more importantly, we need to investigate the effect of high-stakes environments( i. e. testing situations) on task performance, to determine which linguistic phenomena contribute to perceptions of levels of performance. Skehan( 2009) also calls for more research examining what happens as proficiency grows in relation to the performance areas of complexity, accuracy, lexis, and fluency.
In the research reported here we compare the performance of two VCE students of French on the conversation section( Section 1) of the oral examination. The two students differed in terms of their French proficiency. The following research questions were investigated:
1 What aspects of the language( i. e. fluency, accuracy and complexity) are the students more likely to favor in a formal interaction?
2 Do these aspects of second language performance vary in relation to the learners’ second language proficiency?
3 What is the impact of exemplar based and rule based language systems on the fluency, accuracy and complexity of the speech?
THE STUDY
Participants
Two students – one male, one female – volunteered to participate in the recording of a mock oral VCE examination which was aimed at Year 12 students preparing for the examination. The two participants, Patrick and Olivia( pseudonyms), were first year post-VCE students enrolled at an institution of higher education in Victoria. They had sat the VCE oral examination six months prior to this study.
Data Collection
The data analysed in this paper is derived from the first part of the mock VCE oral examination(‘ conversation’). The performance of both students was video recorded. Students performed individually in the presence of an assessor and the person in charge of the video recording. The assessor was an experienced VCE examiner and did not know the students prior to the recording nor had she any knowledge of their level of proficiency in French. Although the stakes were not as high as in the real examination, it was felt that participating in a recorded examination session was sufficient for participants to feel self conscious and under some pressure, replicating to some extent the real examination condition.
As previously mentioned, the total duration of the conversation section is seven minutes during which learners discuss a range of topics based on their daily life( family, school, future aspirations, hobbies and so on). For each participant, a portion of the conversation was transcribed and analysed( 3 minutes and 15 seconds). Conversation portions dealing with similar topics were chosen( school and school related activities). It is important to note that this section of the examination is misleadingly called‘ conversation’. In fact, examiners are expected to speak as little as possible to give students ample opportunity to display their knowledge and skills. The conversation is nonetheless expected to flow and move seamlessly from one topic to the next. Hence, the questions asked by the assessor may be phrased differently or focus on a range of aspects within the same topic, depending on the students’ responses.
ANALYSIS
Transcripts of the conversations( Appendix 1 and 2) were segmented into Speech Units( Analysis of Speech Unit [ AS-units ])( Foster, Tonkin & Wigglesworth, 2000). Each AS-unit consists of an independent clause and any subordinate clause associated with it. The following extracts present examples of an AS-unit taken from the data(// indicate AS-units boundaries, asterisks in the English glosses provided immediately after each extract denote errors):
Extract 1: ce que j’ adore dans mon école, c’ est quand il y a une avenue pour chaque personne différente // si on a un passion ou un talent pour n’ importe quoi, l’ école fait en sorte qu’ on réussisse dans cette voie //( Patrick, line 8 – 9)
What I love in my school, is * when there is an avenue for every single student // if you have a passion or a particular * talent or anything, the school strives to help us succeed in this domain
Extract 2: c’ est simple parce que il y a un réponse // c’ est vrai ou c’ est non // c’ est très clair //( Olivia, line 21 – 22)
It’ s simple because there is only * one answer // it is true or it is * no // it is very clear [ i. e. straightforward ]
Subsequently, pauses, dysfluencies( that is false starts and self-corrections) and
6 BABEL