The Effect of Strategic (pre-task) Planning on the Fluency and Complexity of the Oral Production of Iranian EFL Students (Focusing on Meaning, Form and Form-Meaning)

سال انتشار: 1395
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 368

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شناسه ملی سند علمی:

ELSCONF04_420

تاریخ نمایه سازی: 19 خرداد 1396

چکیده مقاله:

Research to date yields substantial evidence that providing learners with the opportunity to plan strategically can have beneficial effects on task production and may assist second language (L2) development (Ellis, 2005b). However, while strategic planning is now recognized as a significant factor in L2 production, how it assists production has not been fully explained. Hence, the present study was designed to investigate the effects of pre-task planning on the oral production of a group of EFL learners. The participants were 60 male and female college and language school students, aged 13 to 38. To ensure participant homogeneity in terms of language proficiency prior to the onset of the study a standardized proficiency test was administered. Then, they were assigned to four experimental groups. In this study planning was opertaonalised at four levels: Minmal Planning (MinP)/Control group, Meaning planning (MP), Form planning (MF), and Meaning and Form planning (MFP). The participants performed two tasks: an instruction task and an argumentative task subsequently. Each participant in the MP, FP, and MFP conditions first received a 10-minute think-aloud training before initiating the tasks. Then, they were given 10 minutes to pre-plan for each of these monologues and take notes. In addition, they were simultaneously required to provide plan-aloud reports while performing their strategic planning. On average, they spent 10 minutes on both tasks. After performing each monologue, they took a 10-mintue interview by the researcher on the topic of argumentative task and how they used their planning time. Participants under the MinP condition followed the same procedure, except that they did not receive the 10-mintue think-aloud training session, and were not given time to strategically plan each monologue. The participants’ plan-aloud reports, monologues, and retrospective interviews were all audio-recorded and transcribed. To analyze the data a series of one-way ANOVAs and a series of two-way ANOVAs were used followed by Bonferi post Hoc test to establish where the differences were located. The results show that each of the three foci of strategic planning is more effective than the MinP condition in promoting complexity, and fluency of speech. Planning allows extra attentional resources to focus on form during task performance with the result that the processing loads of the conceptualizer and the formulator are reduced and thus, learners can monitor their performance in complexity. Moreover, the study indicates that the speech produced is more fluent. These findings are of obvious pedagogic relevance as they indicate that L2 learners do best in terms of complexity and fluency when they engage in strategic planning which focuses jointly on meaning and form.

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نویسندگان

Farid Ghaemi

Karaj Islamic Azad University

Noushin Rahimian Khormazard

Karaj Islamic Azad University

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