Влияние мотивационной практики преподавателя на улучшение беглости и точности устной речи учащихся, изучающих английский как иностранный

Цель данного исследования – изучить влияние мотивационной практики преподавателя на повышение беглости и точности речи иракских старшеклассников, изучающих английский язык как иностранный (EFL). Для этого были отобраны 50 учениц иракской средней школы в Багдаде по результатам входного тестирования. Для сбора необходимых данных использовались два инструмента, а именно Оксфордский тест на определение уровня владения языком (OQPT) и тест на разговорную речь. В исследовании использовался квазиэкспериментальный дизайн «до-тест-пост-тест», в котором применялись две зависимые переменные и одна независимая переменная. Участники посещали обычный курс английского языка на протяжении 18 занятий, по три занятия в неделю. Последние двадцать минут каждого занятия отводились на рассказывание историй, которые использовались в качестве мотивационной практики. Два разных метода рассказывания историй использовались для группы студентов, представленных в контрольной и экспериментальной группах. После вмешательства участникам был предложен пост-тест, чтобы оценить их прогресс и сравнить результаты пост-теста с показателями до-теста. В анализе полученных данных использовался непарный выборочный t-тест для сравнения средних показателей двух групп. Исследование показало, что мотивационная практика преподавателя улучшила беглость и точность речи иракских учащихся старших классов. В заключение представлены результаты и выводы исследования.

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