Planning and task performance in a second language / edited by Rod Ellis.

Format:

Book

Contributor:

Ellis, Rod.

Series:

Language learning and language teaching ; v. 11.

Language learning and language teaching, 1569-9471 ; v. 11

Language:

English

Subjects (All):

Second language acquisition.

Second language acquisition--Ability testing.

Second language acquisition--Methodology.

Language and languages--Study and teaching.

Language and languages.

Language planning.

Competence and performance (Linguistics).

Physical Description:

1 online resource (321 p.)

Edition:

1st ed.

Place of Publication:

Philadelphia : John Benjamins Pub. Co., c2005.

Summary:

The last decade has seen a growing body of research investigating various aspects of L2 learners' performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these theories in a series of empirical studies. The book examines different types of planning (i.e. task rehearsal, pre-task planning and within-task planning), addressing both what learners do when they plan and the effects of the different types of planning on L2 production. The choice of planning as the variable for investigation in this book is motivated both by its importance for current theorizing about L2 acquisition (in particular with regard to cognitive theories that view acquisition in terms of information processing) and its utility to language teachers and language testers, for unlike many other constructs in SLA 'planning' lends itself to external manipulation. The study of planning, then, provides a suitable forum for demonstrating the interconnectedness of theory, research and pedagogy in SLA.

Contents:

Planning and Task Performance in a Second Language

Editorial page

Title page

LCC data

Table of contents

Preface

I. Introduction

1. Planning and task-based performance

Types of planning

Principal types of task planning

Sub-categories of task planning

Theoretical background to the study of planning in task-based research

L2 production as information processing: Some key constructs

Theoretical bases for task planning

Previous research on task planning

Pre-task planning

Unpressured on-line planning

Planning in a language testing context

Final comments

Methodological issues

Investigating the effects of planning on acquisition

Investigating learners' planning strategies

Measuring learner production

Conclusion

II. Task rehearsal

2. Integrative planning through the use of task-repetition

Introduction

Strategic planning

On-line planning

Task repetition as integrative planning

Method

Participants

Procedure

Analysis

Group results

General statistical results

Framing results

Impact of repetition on framing

Case studies

Case study 1: CH

Case 2: UJ

Case 3: AG

Discussion

Note

Appendix. Full extracts of three case study participants

III. Strategic planning

3. What do learners plan?

The two planning studies: Background and linguistic outcomes

Elicitation of the oral narrative tasks with and without planning

Linguistic outcomes of pre-task planning in the two studies

Methodology: Elicitation and analysis of interviews

Results

Learners' strategy use during pre-task planning

Learners' perceptions about planning

Individual differences in learner orientation: Communication versus accuracy.

Language expertise differences: Retrieval vs. rehearsal and self-monitoring

Listener sensitivity and prioritization of communication

Explicit focus on form during planning

Summary of interview findings

Notes

4. The effects of focusing on meaning and form in strategic planning

Effects of the focus of strategic planning on speech performance

Operationalization of strategic planning conditions

Research question and hypotheses

Research design

Experimental tasks

Strategic planning instructions and note-sheets

Procedures

Data coding and scoring

Data analysis

Attention under each of the three foci of strategic planning

Application of strategic plans

Effects of foci of strategic planning on quality of speech

Appendix 1 Meaning/form planning guidelines for the instruction task

Appendix 2 Meaning/form guidelines for the argumentative task

Appendix 3 Meaning and form planning note-sheet for the instruction task

Appendix 4 Meaning and form planning note-sheet for the argumentative task

Appendix 5 Categories and sub-categories of the plan-aloud protocol coding scheme

5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency

Materials

Design

Measures

IV. Within-task planning

6. The effects of careful within-task planning on oral and written task performance

An early study

Other studies of on-line planning

Modelling the planning processes in speaking and writing

Research questions

Pre-test material

Tasks

Task conditions

Questionnaires and interviews.

Measures

Fluency

Complexity

Accuracy

Summary of main results

Questionnaire and interview

7. Strategic and on-line planning

Summary and conclusions

Appendix 1

Appendix 2 Detailed planning instructions for the ``Judge'' task

V. Planning in language testing

8. Planning for test performance

Appendix Rating scales

9. Strategic planning, task structure, and performance testing

Modelling and researching task-based performance

Task structure and task performance

Task

Analytic measures

Underlying factors in language performance

The effects of task structure, planning condition and proficiency level on language performance

The effects of task structure

The effects of strategic planning and proficiency

Perceptions of task difficulty

Conclusions

VI. Conclusion

10. Planning as discourse activity

Planning and language learning: Automaticity

Towards a discourse/sociocognitive reconceptualization of planning

Evidence of pushed output? Issues around the definition of `complexity'

Planning as skilled discourse

Planning as meta-cognitive skill

The best laid plans: Strategic planning as discourse skill

Discourse relevance and planning for interaction

Underrating the learners' potential agency

Planning, socio-history and educational culture

Communicative constraints or learning discourse: The arguments in principle

Discourse motivation in SLA: Communicative need or explicit learning purpose?.

Different discourses: Communicative discourse and learning discourse

Matters of degree: Interpretation, agency and submissiveness

Communicative constraints or learning discourse: Some tentative evidence

Clarity, comprehensibility and risk in communicative discourse

Redundancy and economy in a communicative discourse

Redundancy, economy and relevance in a learning discourse

Planning meaning as a means in a learning discourse

Implications and applications

Summary

Implications

References

Index

The series Language Learning &amp

Language Teaching.

Notes:

Includes bibliographical references (p. [297]-308) and index.

ISBN:

9786612156922

9781282156920

1282156926

9789027294647

902729464X

OCLC:

70774070