Göreve dayalı aktivite dizaynının öğrencilerin ikinci dil üretimindeki rolü

The main objective of the present study is to investigate the impact ofdifferent task types with different task features-a decision making task, a problemsolving task and a role play with planning time-have upon eight L2 learners? oralperformance, in terms of accuracy, fluency, and complexity at Preparatory School ofCelal Bayar University.The data gathered by audio recording, were submitted to both qualitative andquantitative analysis by the researcher. In order to measure accuracy, fluency andcomplexity, three different criteria were decided on. Errors per a hundred words, thenumber of self-corrections and target-like use of plurals were used as measures ofaccuracy. The number of repetitions, reformulations and false starts were used inorder to measure fluency. Lastly, complexity was measured by using amount ofsubordination, frequency of conjunctions and hypothesizing statements. In terms ofquantitative data, the numerical data obtained from transcriptions were computed asfrequencies and percentages.Results revealed that task 1, a decision making task (a convergent task) whosetopic was not familiar to the students and no planning time was given to theparticipants, yielded more complex speech. Task 2, a problem solving task (aconvergent task) with a specific problem and in which the topic was familiar to thestudents , on the other hand, fostered more accurate speech. Task 3, a role play inwhich the participants were given 10 minutes planning time, yielded more fluentspeech. Findings revealed the existence of two trade-offs operating in theparticipants? speech samples. The first trade-off is that between accuracy andcomplexity, whereas the second trade-off is that between fluency and complexity.The results from the present study may call teachers?attention to the value ofthe design of oral task, so that teachers can evaluate learners? oral productionsuccessfully.Key words: Task, task design, task features, task implementation factors.