A Study of University Conversation Instruction and Reconstruction Tasks

A Study of University Conversation Instruction and Reconstruction Tasks

This study examines the effectiveness of conversation instruction at universities. It compares four conversation classes taught in the usual way (Condition 1) with students in other classes working with the same textbook material (focused on the present continuous) under three other non-instructor conditions; Condition 2: students (3 classes) working in pairs on reconstruction tasks, Condition 3: students (2 classes) working individually on reconstruction tasks, and Condition 4: students (2 classes) simply reading the textbook (the control). Two types of evaluation were used -- for communicative effect and for verb formation. An immediate posttest and a 4-week delay test were administered. The instructors’ classes taught in the usual way (Condition 1) failed to outperform the control students. Those doing the reconstruction tasks (Conditions 2 and 3) outperformed the instructors’ classes (Condition 1) and the control on both post and delayed tests.