Abstract
In the written texts on foreign language learning, a group of studies has stressed the function of learning context and learning chances for learners’ language input. The present thesis had two main goals: on the one hand, different types of input to which Iranian grade four high school EFL learners’ are exposed were looked at; on the other hand, the possible relationship between types and quantity of input and Iranian EFL learners’ oral proficiency was investigated. It was supposed that EFL learners who have access to more input will show better oral proficiency than those who do not have. Instruments used in the present study for the purpose of data collation included PET test, researcher- made questionnaire, oral language proficiency test and face- to -face interview. Data were gathered from 50 Iranian female grade four high school foreign language learners who were selected from among 120 students whose score on PET test were + 1SD from the mean score. The results of the Spearman rank –order correlation test for the types of input and oral language proficiency scores, showed that the participants’ oral proficiency score significantly correlated with the intended four sources of input including spoken (rho= 0.416, sig=0.003), written (rho= 0.364, sig=0.009), aural (rho= 0.343, sig=0.015) and visual or audio-visual types of input (rho= 0.47, sig=0.00). The findings of Spearman rank –order correlation test for the quantity of input and oral language proficiency scores also showed a significant relationship between quantity of input and oral language proficiency (rho= 0.543, sig= 0.00). The findings showed that EFL learners’ oral proficiency is significantly correlated with efficient and effective input. The findings may also suggest answers to the question why most Iranian English learners fail to speak English fluently, which might be due to lack of effective input. This may emphasize the importance of the types and quantity of input in EFL classes and syllabus designers.
Highlights
In the written texts on foreign language learning, a group of studies has stressed the function of learning context and learning chances for learners’ language input
Oral Language Proficiency Test: In order to evaluate the subjects’ oral proficiency, all of the 50 participants took an oral test by saying something which was related to their lives regardless of their personal details, that is, age, family background, school where they studied and time they spent in learning English
In order to evaluate the subjects’ oral proficiency, all of the 50 participants took part in an oral test by saying something which was connected to their lives irrespective of their confidential details, that is, age, family background, school where they studied and time they devoted for learning English
Summary
This study adopted ex post facto design. Four methods of data collection were used to obtain data: questionnaire, PET test, oral proficiency test, and semi- structured interview. 3.2 Participants The subjects participating in this study were 50 Iranian female grade four high school foreign language learners to answer the questionnaire items. The participants differed in age from 17 and 19 years old. They were selected from among 120 students whose score on PET test were+1SD from the mean score. Out of the 50 students, 15 of them took part in a face to face interview
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