Processing perspectives on task performance / edited by Peter Skehan.

Format:

Book

Contributor:

Skehan, Peter, editor.

Series:

Task-based language teaching ; Volume 5.

Task-Based Language Teaching : Issues, Research and Practice, 1877-346X ; Volume 5

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Task analysis in education.

Competence and performance (Linguistics).

Second language acquisition.

Second language acquisition--Methodology.

Cognitive learning.

Psycholinguistics.

Physical Description:

1 online resource (278 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam, The Netherlands ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2014.

Language Note:

English

Summary:

This chapter reports on a study of video-based narrative retellings, in which the major variables are degree of structure and the nature of the processing conditions under which the retellings were done. The two variables were manipulated in a 4 × 4 design. Four Mr. Bean video clips were used, with different levels of structure, ranging from no structure to a clear, well organised problem-solution structure. In addition to a control group, there were two online processing conditions (opportunity to pause, and provision of a summary before the task), and one offline Watch-then-Tell condition. The results of the study show that two of the online conditions had some mitigating influence, that is, the opportunity to pause the video, and the provision of a summary before the video was seen. More structured narratives and less pressured processing conditions produced more accurate and more complex performances. The same influences lead to less end-of-clause pausing but more reformulations. The results are discussed in terms of the Levelt model of speaking, applied to second language performance.

Contents:

Processing Perspectives on Task Performance; Editorial page; Title page; LCC data; Dedication page; Table of contents; Series editors' preface to Volume 5; Preface; The context for researching a processing perspective on task performance; Introduction; The structure of the book; Measurement issues; References; On-line time pressure manipulations; Introduction; Processes of L1 speaking; L2 speaking processing and time pressure; L2 speaking intervention targeting the bottleneck of time pressure; Research Questions; Method; Participants; English proficiency pre-test; Material

Slowed video for on-line planning Task conditions and instructions; Measures of speaking performance; Coding; Analysis; Results; Pre-test; Speaking conditions; Discussion; Intervention targeting content conceptualization; Intervention targeting linguistic formulation; Intervention targeting speech monitoring; Conclusion; Author note; References; Appendix A The Material Content (story scenes); Story 1 Mr. Bean Had a 'Sleepless Night'; Story 2 Mr. Bean went 'Shopping'; Appendix B Task instructions; Task readiness; Introduction; A theoretical framework of task readiness; Methods; Participants

Speaking tasks Proficiency criteria; Study design: Independent variables; Performance measures: Dependent variables; Data analysis; Results; Fluency; Accuracy; Complexity; Discussion; Topic familiarity; Strategic planning; Proficiency; The magnitude of task-internal and task-external readiness effects; Task-internal readiness in form-meaning connection; Compensation effects in fluency between task-internal and task-external readiness; Implications; Conclusion; References; Self-reported planning behaviour and second language performance in narrative retelling; Introduction

Early publications on planning Ortega's research into planning; Motivation for the present research; Method; Research questions; Research methodology; Participants and setting; Tasks; Procedures; Performance measures; Segmenting the retrospective interviews; First coding: Constructing the coding scheme; Second coding: Real coding; Results; Basic quantitative analyses; The codes and the Levelt model; Quantitative data; Frequency of reported planning behaviour and performance levels; Discussion; Build your own structure; Avoid trouble, and be realistic; Handle trouble when it occurs

Plan small or specific (versus Plan General)Avoid grammar focus; Conclusion; References; Appendix 1; Instructions for the Picture Story Telling Task; Instructions when you are a listener; Appendix 2; Retrospective interview prompts; Appendix 3; Coding Scheme: Planning activities of ESL speakers doing picture story telling task; Get it right in the end; Introduction; Literature review; Aims of the present study; Research methodology; Participants; Experimental tasks; Procedures; Research design; Data transcription and coding; Data analysis; Results; Results for Research Question 1

Results for Research Question 2

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9789027270412

9027270414

OCLC:

877982584