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The last decade has seen a growing body of research investigating various
aspects of L2 learners' performance of tasks. This book focuses on one task
implementation variable: planning. It considers theories of how
opportunities to plan a task affect performance and tests claims derived
from these theories in a series of empirical studies. The book examines
different types of planning (i.e. task rehearsal, pre-task planning and
within-task planning), addressing both what learners do when they plan and
the effects of the different types of planning on L2 production. The choice
of planning as the variable for investigation in this book is motivated
both by its importance for current theorizing about L2 acquisition (in
particular with regard to cognitive theories that view acquisition in terms
of information processing) and its utility to language teachers and
language testers, for unlike many other constructs in SLA 'planning' lends
itself to external manipulation. The study of planning, then, provides a
suitable forum for demonstrating the interconnectedness of theory, research
and pedagogy in SLA.
Table of contents
Preface
Section 1. Introduction
1. Planning and task-based performance: Theory and research
Rod Ellis 3–34
Section 2. Task rehearsal
2. Integrative planning through the use of task repetition
Martin Bygate and Virginia Samuda 37–74
Section 3. Strategic planning
3. What do learners plan? Learner-driven attention to form during pre-task
planning
Lourdes Ortega 77–109
4. The effects of focussing on meaning and form in strategic planning
Jiraporn Sanguran 111–141
5. The effects of strategic planning on the oral narratives of learners
with low and high intermediate L2 proficiency
Chieko Kawauchi 143–164
Section 4. Within-task planning
6. The effects of careful within-task planning on oral and written task
performance
Rod Ellis and Fanguan Yuan 167–192
7. Strategic and on-line planning: The influence of surprise information
and task time on second language performance
Peter Skehan and Pauline Foster 193–216
Section 5. Planning in language testing
8. Planning for test performance: Does it make a difference?
Catherine Elder and Noriko Iwashita 219–238
9. Strategic planning, task structure and performance testing
Parveneh Tavakoli and Peter Skehan 239–273
Section 6. Conclusion
10. Planning as discourse activity: A sociocognitive view
Rob Batstone 277–295
References 297–308
Index 309–312
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