|
Abstract
|
Research has shown the quantity and quality of input affect how learners process and interpret the language they encounter. Therefore, the more input learners receive, the more opportunities they have to process and understand the language, leading to improved language learning outcomes. The results of the present study revealed that the amount of input, in terms of English classes taken and L2 use outside of classrooms, was significantly related to the development of fluency, and accuracy in the interpreter trainees’ speech. Pronunciation development varied, with prosody instruction showing continuous change over two semesters. These findings support the idea that input plays a multifaceted role in different areas of oral proficiency development in foreign language classrooms. This suggests that increasing input, both in terms of classroom instruction and outside use of the L2, can lead to improvements in various aspects of oral language ability in interpreter trainees’ speech. The study concludes that the quantity and quality of input are critical factors in successful language learning. Learners need exposure to a sufficient amount of comprehensible input that is relevant and engaging to their needs and interests. Therefore, instructors and language practitioners should aim to provide interpreter trainees in EFL context with a variety of input sources and activities that promote meaningful and interactive language learning experiences.
|