The influence of source of planning and focus of planning on task-based performance

Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of planning when tasks are used within language instruction. These studies have indicated that pre-task planning can have beneficial effects upon the nature of task performance, consistently leading to greater fluency and complexity and, less dependably, greater accuracy. The present study examines different sources of planning (teacher-led, solitary, group-based) as well as different foci for planning (towards language or towards content). Using a decision-making task (a ‘balloon debate’), data was collected using a 2×2 research design contrasting source of planning (teacher-led, group) and focus of planning (language vs content). In addition, to ensure comparability with previous research, solitary planning and control groups were also used. Results indicate a number of statistically significant effects. The teacher-fronted condition generated significant accuracy effects, while the solitary planning condition had greater influence on complexity, fluency and turn length. Group-based planning did not lead to performance significantly different from the control group. Finally, there was little effect on performance as a result of the language vs content planning condition. The results are discussed in relation to how teachers may more effectively make pedagogic decisions on task implementation conditions linked to selective pedagogic goals.

[1]  Peter Skehan,et al.  The Influence of Planning and Task Type on Second Language Performance , 1996, Studies in Second Language Acquisition.

[2]  Uta Mehnert,et al.  THE EFFECTS OF DIFFERENT LENGTHS OF TIME FOR PLANNING ON SECOND LANGUAGE PERFORMANCE , 1998, Studies in Second Language Acquisition.

[3]  Tony Wright,et al.  Roles of teachers and learners , 1987 .

[4]  Merrill Swain,et al.  Focus on form through collaborative dialogue: Exploring task effects , 2001 .

[5]  Peter Skehan,et al.  The Influence of Task Structure and Processing Conditions on Narrative Retellings. , 1999 .

[6]  J.P.B. Allen,et al.  A history of English language teaching , 1987 .

[7]  Michael H. Long,et al.  Units of analysis in syllabus design: The case for task , 1993 .

[8]  Patricia A. Duff.  Another Look at Interlanguage Talk: Taking Task to Task , 1985 .

[9]  M. Swain.  Three functions of output in second language learning , 1995 .

[10]  Elinor Ochs,et al.  Planned and unplanned discourse , 1979 .

[11]  Rod Ellis,et al.  Communicating about Grammar: A Task-Based Approach , 1991 .

[12]  Michael H. Long,et al.  Three Approaches to Task‐Based Syllabus Design , 1992 .

[13]  P. Skehan.  A FRAMEWORK FOR THE IMPLEMENTATION OF TASK-BASED INSTRUCTION , 1996 .

[14]  R. Ellis.  Interlanguage Variability in Narrative Discourse: Style Shifting in the Use of the Past Tense , 1987, Studies in Second Language Acquisition.

[15]  B. Vanpatten.  Attending to Form and Content in the Input , 1990, Studies in Second Language Acquisition.

[16]  Jane Willis,et al.  A Framework for Task-Based Learning , 1996 .

[17]  R. Schmidt.  The role of consciousness in second language learning , 1990 .

[18]  Brumfit Christopher.  Communicative methodology in language teaching , 1984 .

[19]  J. Harmer.  The Practice of English Language Teaching, 3rd Edition , 2001 .

[20]  C. Doughty.  Second Language Instruction Does Make a Difference , 1991, Studies in Second Language Acquisition.

[21]  G. Crookes.  Planning and Interlanguage Variation , 1989, Studies in Second Language Acquisition.

[22]  B. Vanpatten.  ATTENDING TO CONTENT AND FORM IN THE INPUT: AN EXPERIMENT IN CONSCIOUSNESS , 1990 .

[23]  Gillian Wigglesworth,et al.  An investigation of planning time and proficiency level on oral test discourse , 1997 .

[24]  T. SHALLICE,et al.  Learning and Memory , 1970, Nature.

[25]  Pauline Foster,et al.  Task type and task processing conditions as influences on foreign language performance , 1997 .

[26]  Cynthia A. Brock.  The Effects of Referential Questions on ESL Classroom Discourse , 1986 .

[27]  Alan Tonkyn,et al.  Measuring spoken language: a unit for all reasons , 2000 .