The Use of Strategies in Pre-task and On-line Planning Activities
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Abstract
The purpose of this study is to investigate the effect that speech planning has on L2 learners’ performance of an oral narrative task, focusing on the strategies used in planning and on the role of proficiency that plays in the planning effects. In order to make the planning behaviour more concrete, this study operationalised planning as pre-task activities such as rehearsal and writing. Six low-intermediate and six advanced Japanese learners of English were asked to do a narrative task under unplanned and planned conditions between which the pre-task activity was provided. Introspective and retrospective verbal reports were analysed. One of the main findings was that when they were engaged in the pre-task activity, low-intermediate learners did not always pay attention to the items they had avoided, abandoned, or approximated in the unplanned task, but their attention was rather to the places which they found to be manageable, leaving the problems unsolved. In contrast, the advanced learners clearly focused on the problematic items and resolved them by using achievement strategies. Some other qualitative aspects resulting from pre-task activities and planned performances, which would otherwise not be observable from the linguistic outcomes alone, are also shown.
참고문헌 (28)
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