Planning, as a task condition, is hypothesized to influence L2 test performance and thus test scores（Skehan, 1998）. This study investigates the effects of lengths of strategic planning time on L2 paired oral test pe...Planning, as a task condition, is hypothesized to influence L2 test performance and thus test scores（Skehan, 1998）. This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes＇ planning time. No interaction is found between planning time and proficiency.展开更多
Task-planning studies have mostly been conducted using quantitative methods, not qualitative. However, the actual planning behaviors by learners could be overlooked by quantitative research which focuses mostly on pla...Task-planning studies have mostly been conducted using quantitative methods, not qualitative. However, the actual planning behaviors by learners could be overlooked by quantitative research which focuses mostly on planning outcomes rather than the processes. This study aims to bridge this gap by exploring learner behavioral patterns in pre-task planning as well as the under-investigated area of topic familiarity by drawing upon interview data. This consists of a comparison between the task-external and task-internal readiness constructs proposed in Bui＇s （2014） task-readiness framework. Eight undergraduate students in Hong Kong completed two speaking tasks （a familiar and an unfamiliar task）, followed by retrospective interviews. Though largely confirming previous （but parsimonious） research on task planning behaviors, this study discovered three major findings that had not been covered well in previous literature. First, while past studies focused on the psycholinguistic processes of task planning, these participants extensively reported its affective influences. Next, most participants reported their overall intended emphasis was on accuracy. These reports contradict general quantitative research results which suggest that task planning often leads to complexity, not accuracy. Finally, the lack of planning time as task-external readiness can be partly compensated for by topic familiarity as task-internal readiness. These issues along with their relevant implications in teaching and learning are discussed in this study.展开更多
基金part of a project funded by Humanities and Social Science Research Foundation of the Ministry of Education of China,project No:12YJC740101
文摘Planning, as a task condition, is hypothesized to influence L2 test performance and thus test scores（Skehan, 1998）. This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes＇ planning time. No interaction is found between planning time and proficiency.
基金supported by an RGC grant that the first author received from the University Grants Committee of Hong Kong (Ref. No: UGC/FDS14/H01/14)
文摘Task-planning studies have mostly been conducted using quantitative methods, not qualitative. However, the actual planning behaviors by learners could be overlooked by quantitative research which focuses mostly on planning outcomes rather than the processes. This study aims to bridge this gap by exploring learner behavioral patterns in pre-task planning as well as the under-investigated area of topic familiarity by drawing upon interview data. This consists of a comparison between the task-external and task-internal readiness constructs proposed in Bui＇s （2014） task-readiness framework. Eight undergraduate students in Hong Kong completed two speaking tasks （a familiar and an unfamiliar task）, followed by retrospective interviews. Though largely confirming previous （but parsimonious） research on task planning behaviors, this study discovered three major findings that had not been covered well in previous literature. First, while past studies focused on the psycholinguistic processes of task planning, these participants extensively reported its affective influences. Next, most participants reported their overall intended emphasis was on accuracy. These reports contradict general quantitative research results which suggest that task planning often leads to complexity, not accuracy. Finally, the lack of planning time as task-external readiness can be partly compensated for by topic familiarity as task-internal readiness. These issues along with their relevant implications in teaching and learning are discussed in this study.
