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Planning And Task Performance In A Second Language (Language Learning and Language Teaching)

 
89

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.

Table of contents

Preface
Section 1. Introduction
1. Planning and task-based performance: Theory and research
RodEllis
3–34
Section 2. Task rehearsal
2. Integrative planning through the use of task repetition
MartinBygateandVirginiaSamuda
37–74
Section 3. Strategic planning
3. What do learners plan? Learner-driven attention to form during pre-task planning
LourdesOrtega
77–109
4. The effects of focussing on meaning and form in strategic planning
JirapornSanguran
111–141
5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency
ChiekoKawauchi
143–164
Section 4. Within-task planning
6. The effects of careful within-task planning on oral and written task performance
RodEllisandFanguanYuan
167–192
7. Strategic and on-line planning: The influence of surprise information and task time on second language performance
PeterSkehanandPaulineFoster
193–216
Section 5. Planning in language testing
8. Planning for test performance: Does it make a difference?
CatherineElderandNorikoIwashita
219–238
9. Strategic planning, task structure and performance testing
ParvenehTavakoliandPeterSkehan
239–273
Section 6. Conclusion
10. Planning as discourse activity: A sociocognitive view
RobBatstone
277–295
References
297–308
Index
309–312



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Tags: planning, Language, theories, performance, types, Language, planning, studies