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The impact of task structure on the use of vague expressions by EFL learners

journal contribution
posted on 2023-07-26, 13:58 authored by Vahid Parvaresh, Mohammad J. Ahmadian
The present study sets out to examine whether and how task structure affects the number and type of vague expressions used by a group of higher intermediate EFL learners. The participants were 50 Iranian EFL learners from 6 intact classes, all native speakers of Persian with limited opportunity to communicate with native speakers of English, and no experience in English-speaking countries. To elicit data, two picture description tasks were used. These picture-stories possessed the defining characteristics of structured and unstructured narrative tasks, respectively. Results revealed that (a) unstructured tasks were associated with the production of significantly more vague expressions and (b) the most notable differences between performances on the two task types concerned ‘vague nouns’, ‘vague quantifiers’, ‘vague deintensifiers’ and ‘vague subjectivisers’. The results of the study have implications for both teachers and teacher educators in that they may help identify the kinds of tasks which induce language learners to use vague expressions more frequently.

History

Refereed

  • Yes

Volume

44

Issue number

4

Page range

436-450

Publication title

Language Learning Journal

ISSN

1753-2167

Publisher

Taylor & Francis

Language

  • other

Legacy posted date

2016-11-07

Legacy creation date

2016-11-04

Legacy Faculty/School/Department

ARCHIVED Faculty of Arts, Law & Social Sciences (until September 2018)

Note

AAM copy deposited in White Rose Repository: http://eprints.whiterose.ac.uk/94977/

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