The Effects of Simultaneous Use of Task-based Strategic and Careful Online Planning on EFL Learners’ Self-repairs
محورهای موضوعی : Research in English Language Pedagogy
Masoud Saeidi
1
(
Department of English Language and Literature, Payame Noor University, Iran
)
کلید واژه: task, Planning, Second Language Acquisition, Self-repair,
چکیده مقاله :
This research examined the effects of task-based planning on self-repairs as psycholinguistic mechanisms underlying EFL learners’ speech. To this aim, the influence of simultaneous use of strategic and careful online planning on the type and frequency of learners’ self-corrections was investigated. Sixty Iranian intermediate learners were asked to orally narrate a picture-based story under four conditions: no planning, strategic planning, careful online planning, and the integration of both strategic and careful online planning. They were subsequently asked to verbalize their thought processes during task performance based on their audio-recorded narrations. In general, the results showed that learners’ speech under careful online planning condition involved making more error-repairs and fewer different-information and appropriacy repairs. In addition, the results illustrated that strategic planning resulted in more instances of appropriacy and different-information repairs, and as such, simultaneous use of both types of planning brought about an overall increase in the use of appropriacy, different-information, and error-repairs. The outcomes of this study suggest that engaging the learners in planning can ease task demands; consequently, this task implementation option directs their attention to both form and meaning, hence promoting acquisition.
Ahmadian, M. J. (2012). The effects of guided careful online planning on complexity, accuracy, and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research, 16, 129-149.
Ahmadian, M. J., Abdolrezapour, P., & Ketabi, S. (2012). Task difficulty and self-repair behavior in second language oral production. International Journal of Applied Linguistics, 22, 310-330.
Ahmadian, M.J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, fluency, and complexity of EFL learners’ oral production. Language Teaching Research, 15, 35-59.
Ahmadian, M. J., & Tavakoli, M. (2014). Investigating what second language learners do and monitor under careful online planning conditions. Canadian Modern Language Review, 70, 50-75.
Ahmadian, M.J., Tavakoli, M., & Vahid Dastjerdi, H. (2015). The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. The Language Learning Journal, 43, 41-56.
Allan, D. (1992). Oxford placement test. Oxford: Oxford University Press.
Baleghizadeh, S., & Nasrollahi Shahri, M. (2013). The effect of online planning, strategic planning, and rehearsal across two proficiency levels. The Language Learning Journal, 10, 1-14.
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 23-49). London: Longman.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2005). Planning and task-based performance in a second language. In R. Ellis (Ed.), Planning and task-Based performance (pp. 3-34). Amsterdam: John Benjamins.
Ellis, R. (2009). The differential effects of three types of task planning on fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30, 474-509.
Ericsson, K.A., & Simon, H.A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
Foster, P., & Skehan, P. (2013). Anticipating a post-task activity: The effects on accuracy, complexity, and fluency of second language performance. The Canadian Modern Language Review, 69, 249-273.
Gilabert, R. (2007). The simultaneous manipulation of task complexity along planning time and [+/- Here-and-Now]: Effects on L2 oral production. In M. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 136-156). Clevedon: Multilingual Matters.
Godfroid, A., Housen, A., & Boers, F. (2010). A procedure for testing the noticing hypothesis in the context of vocabulary acquisition. In M. Putz, & L. Sicola (Eds.), Cognitive processing in second language acquisition (pp. 169-197). Amsterdam: John Benjamins Publishing Company.
Godfroid, A., & Uggen, M. S. (2013). Attention to irregular verbs by beginning learners of German: an eye-movement study. Studies in Second Language Acquisition, 35, 291-322.
Kormos, J. (1998). Self-repairs in the speech of Hungarian learners of English. Unpublished doctoral dissertation, Eotvos University, Budapest, Hungary.
Kormos, J. (1999). The effect of speaker variables on the self-correction behavior of L2 learners. System, 27, 207-221.
Kormos, J. (2006). Speech production and second language acquisition. London: Lawrence Erlbaum.
Levelt, W. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.
Nakakubo, T. (2011). The effects of planning in second language performance in Japanese: processes and production. Unpublished doctoral dissertation, Iowa University, Iowa, Japan.
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
Ortega, L. (2005). What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 77- 109). Amsterdam, Netherlands: John Benjamins.
Postma, A. (2000). Detection of errors during speech production: A review of speech monitoring models. Cognition, 77, 97-132.
Robinson, P. (2003). Attention and memory during SLA. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 631-678). Oxford: Blackwell.
Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning, 61, 1-36.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge, UK: Cambridge University Press.
Seifoori, Z., & Vahidi, Z. (2012). The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness, 21, 101-112.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 167-185). Harlow: Longman.
Skehan, P. (2016). Tasks versus conditions: Two perspectives on task research and their implications for pedagogy. Annual Review of Applied Linguistics, 36, 34-49.
Wendel, J. (1997). Planning and second language narrative production. Doctoral dissertation, Temple University, USA.
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and online planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1-27.
