Influence of Planning on Students’ Language Performance in Task-based Language Teaching

Abstract

Task-based language teaching (TBLT) is an important second language teaching method. Planning is one of the significant factors in the studies of TBLT. This paper will mainly discuss the influence of planning on students' language performance in TBLT.

A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production

“…Planning for TBLT can happen in different levels, such as linguistic elements plan (e.g. choice of words or phrases), sentences plan, and structure plan (Wang, 2008). Ellis (2005) points out that all spoken and written language use, no matter how effortless and automatic it is, involves planning.…”

“…They found that meaning/form-focused strategic planning resulted in higher complexity, fluency, and accuracy in the participants' oral output comparing with minimal strategic planning condition. Ortega (1999, as cited in Wang, 2008) found that L2 Spanish learners gained faster speaking speed when given time to plan strategically. Yuan and Ellis (2003) in their study concluded that strategic planning had a positive effect on fluency.…”

“…Task-Based Language Teaching (TBLT) is a realization of Communicative Language Teaching (CLT) and it has received a considerable deal of attention from second language acquisition (SLA) researchers and L2 teachers (Wang, 2008). Today, language teachers view TBLT as a fruitful approach to L2 instruction that provides them with new insights into the most effective ways in the realm of L2 teaching (Fahim & Nourzadeh, 2011).…”

Speech Disfluencies and Mispronunciations in English Oral Communication among Malaysian Undergraduates

“…Many studies have been conducted to investigate different types of planning time and their effects on L2 learners' performance in terms of accuracy, fluency, and complexity (Crookes, 1989;Foster and Skehan, 1996;Mehnert, 1998;Yuan and Ellis, 2003;Ellis and Yuan, 2004;Sangarun, 2005;Tavakoli and Skehan, 2005;Wang, 2008;Mehrang and Rahimpour, 2010). Yuan and Ellis (2003) studied the effect of pre-task and on-line planning on learners' monologic oral production.…”

“…Since the 1990s, many studies have been carried out on the effect of different task characteristics on L2 learners' performance (Skehan and Foster, 1999;Elder and Wigglesworth, 2003;Ellis, 2005Ellis, , 2008Philp et al, 2006;Rahimpour, 2008;Wang, 2008;Mehrang and Rahimpour, 2010;Dadashpour, 2011;Shafaei, 2012, Salimi et al, 2012Dadashpour, 2012a, 2012b). Fewer studies have been devoted to the investigation of the joint effects of pre-task planning time and task complexity.…”