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“Did I say that?” Contextual influences on oral language task performance

From the perspective of Sociocultural/Activity theory, this paper provides a brief summary of an investigation into the dialogic negotiation of task-based activity in the foreign language classroom, and its effects on performance in dyadic oral presentations. Students in a Japanese undergraduate English-as-a-foreign-language (EFL) classroom performed three oral presentation tasks over one academic year. Interaction, performance and reflection data revealed complex influences of cultural and situational factors, in addition to interpersonal and intrapersonal factors, on individual performance. Implications for language teaching research, pedagogy and assessment are considered.

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