The effects of planning on language production in task-based language teaching.

摘要

This study investigated the effects pre-task and on-line planning on second-language oral and written production in fluency, complexity, and accuracy. The subjects were 42 Chinese learners of intermediate English language proficiency attending a four-year university in P. R. China. They looked at two series of pictures (one for oral and one for written) and then recounted the story in the pictures. In the no-planning (NP) condition, subjects were asked to retell or write down the story immediately after looking at the pictures within a limited span of time. In the on-line planning (OLP) condition, subjects were to retell or write down the story immediately after looking at pictures but encouraged to take as much time as needed. In the pre-task planning (PTP) condition, subjects were given 10 minutes to plan the task in advance but required to complete the task within a limited span of time. Transcripts of oral narratives and writings were evaluated on seven measures covering the areas of fluency, complexity, and accuracy. ANOVA tests revealed that the PTP subjects achieved significantly greater complexity than the NPs in the oral task and greater complexity and fluency than the NPs in the written task, and that the OLP subjects obtained significantly greater accuracy than the NPs in the oral task. A general pattern was found favoring PTP in all three areas and OLP in complexity and accuracy. Related models within the information-processing paradigm were invoked to explain the results. Data collected from questionnaires and interviews helped interpret the results. This study suggests that both pre-task planning and on-line planning can influence language use, but in different areas and to different extents. Fluency can be best enhanced if learners are given opportunities to do both types of planning. Pre-task planning can improve complex language use and on-line planning can result in greater accuracy. In addition, task modalities can modify the planning effects. On-line planning exerts greater effects on oral than on written language due to the inherent nature of the two types of language use. The findings of this study further the understanding of cognitive processing involved in second-language production and have important relevance in task-based language teaching.