The influence of source of planning and focus of planning on task-based performance
Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of planning when tasks are used within language instruction. These studies have indicated that pre-task planning can have beneficial effects upon the nature of task performance, consistently leading to greater fluency a...
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| Veröffentlicht in: | Language teaching research : LTR 1999-07, Vol.3 (3), p.215-247 |
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| creator | Foster, Pauline Skehan, Peter |
| description | Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of
planning when tasks are used within language instruction. These studies have
indicated that pre-task planning can have beneficial effects upon the nature of task
performance, consistently leading to greater fluency and complexity and, less
dependably, greater accuracy. The present study examines different sources of
planning (teacher-led, solitary, group-based) as well as different foci for planning
(towards language or towards content). Using a decision-making task (a
‘balloon debate’), data was collected using a 2×2
research design contrasting source of planning (teacher-led, group) and focus of
planning (language vs content). In addition, to ensure comparability with previous
research, solitary planning and control groups were also used. Results indicate a
number of statistically significant effects. The teacher-fronted condition generated
significant accuracy effects, while the solitary planning condition had greater
influence on complexity, fluency and turn length. Group-based planning did not lead
to performance significantly different from the control group. Finally, there was
little effect on performance as a result of the language vs content planning
condition. The results are discussed in relation to how teachers may more
effectively make pedagogic decisions on task implementation conditions linked to
selective pedagogic goals. |
| doi_str_mv | 10.1177/136216889900300303 |
| format | Article |
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planning when tasks are used within language instruction. These studies have
indicated that pre-task planning can have beneficial effects upon the nature of task
performance, consistently leading to greater fluency and complexity and, less
dependably, greater accuracy. The present study examines different sources of
planning (teacher-led, solitary, group-based) as well as different foci for planning
(towards language or towards content). Using a decision-making task (a
‘balloon debate’), data was collected using a 2×2
research design contrasting source of planning (teacher-led, group) and focus of
planning (language vs content). In addition, to ensure comparability with previous
research, solitary planning and control groups were also used. Results indicate a
number of statistically significant effects. The teacher-fronted condition generated
significant accuracy effects, while the solitary planning condition had greater
influence on complexity, fluency and turn length. Group-based planning did not lead
to performance significantly different from the control group. Finally, there was
little effect on performance as a result of the language vs content planning
condition. The results are discussed in relation to how teachers may more
effectively make pedagogic decisions on task implementation conditions linked to
selective pedagogic goals.</description><identifier>ISSN: 1362-1688</identifier><identifier>EISSN: 1477-0954</identifier><identifier>DOI: 10.1177/136216889900300303</identifier><identifier>CODEN: LTREFI</identifier><language>eng</language><publisher>Thousand Oaks, CA: SAGE Publications</publisher><subject>Control Groups ; Curriculum subjects: programmes and methods ; Educational sciences ; Fluency ; Language instruction ; Modern language ; Teachers ; Teaching methods</subject><ispartof>Language teaching research : LTR, 1999-07, Vol.3 (3), p.215-247</ispartof><rights>2000 INIST-CNRS</rights><rights>Copyright Sage Publications Ltd. Jul 1999</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c354t-51762261533f9733a93ec334d9cc84cccc11cb6a3833acec1bcdaee7bdee2df93</citedby><cites>FETCH-LOGICAL-c354t-51762261533f9733a93ec334d9cc84cccc11cb6a3833acec1bcdaee7bdee2df93</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/136216889900300303$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/136216889900300303$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,43621,43622</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1544621$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Foster, Pauline</creatorcontrib><creatorcontrib>Skehan, Peter</creatorcontrib><title>The influence of source of planning and focus of planning on task-based performance</title><title>Language teaching research : LTR</title><description>Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of
planning when tasks are used within language instruction. These studies have
indicated that pre-task planning can have beneficial effects upon the nature of task
performance, consistently leading to greater fluency and complexity and, less
dependably, greater accuracy. The present study examines different sources of
planning (teacher-led, solitary, group-based) as well as different foci for planning
(towards language or towards content). Using a decision-making task (a
‘balloon debate’), data was collected using a 2×2
research design contrasting source of planning (teacher-led, group) and focus of
planning (language vs content). In addition, to ensure comparability with previous
research, solitary planning and control groups were also used. Results indicate a
number of statistically significant effects. The teacher-fronted condition generated
significant accuracy effects, while the solitary planning condition had greater
influence on complexity, fluency and turn length. Group-based planning did not lead
to performance significantly different from the control group. Finally, there was
little effect on performance as a result of the language vs content planning
condition. The results are discussed in relation to how teachers may more
effectively make pedagogic decisions on task implementation conditions linked to
selective pedagogic goals.</description><subject>Control Groups</subject><subject>Curriculum subjects: programmes and methods</subject><subject>Educational sciences</subject><subject>Fluency</subject><subject>Language instruction</subject><subject>Modern language</subject><subject>Teachers</subject><subject>Teaching methods</subject><issn>1362-1688</issn><issn>1477-0954</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><recordid>eNp9kF9LwzAUxYMoOKdfwKeC4ltd0qRN8yjDfzDwwflc0vRmdnZJTdYHv713dDBUMARySX7n3JtDyCWjt4xJOWO8yFhRlkpRynebH5EJE1KmVOXiGGsE0h1xSs5iXFNkcson5HX5DknrbDeAM5B4m0Q_hLHqO-1c61aJdk1ivRnij1vvkq2OH2mtIzRJD8H6sNHock5OrO4iXOzPKXl7uF_On9LFy-Pz_G6RGp6LbZozWWRZwXLOrZKca8XBcC4aZUwpDC7GTF1oXuKbAcNq02gAWTcAWWMVn5Kb0bcP_nOAuK02bTTQ4YDgh1iVuVCqKBmCV7_ANX7S4WxVJiWmVma0QCobKRN8jAFs1Yd2o8NXxWi1S7n6mzKKrvfWOhrd2YABtPGgzIVADWKzEYt6BYfu_xh_A88eiVE</recordid><startdate>199907</startdate><enddate>199907</enddate><creator>Foster, Pauline</creator><creator>Skehan, Peter</creator><general>SAGE Publications</general><general>Turpin</general><general>Sage Publications Ltd</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>199907</creationdate><title>The influence of source of planning and focus of planning on task-based performance</title><author>Foster, Pauline ; Skehan, Peter</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c354t-51762261533f9733a93ec334d9cc84cccc11cb6a3833acec1bcdaee7bdee2df93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Control Groups</topic><topic>Curriculum subjects: programmes and methods</topic><topic>Educational sciences</topic><topic>Fluency</topic><topic>Language instruction</topic><topic>Modern language</topic><topic>Teachers</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Foster, Pauline</creatorcontrib><creatorcontrib>Skehan, Peter</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Language teaching research : LTR</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Foster, Pauline</au><au>Skehan, Peter</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The influence of source of planning and focus of planning on task-based performance</atitle><jtitle>Language teaching research : LTR</jtitle><date>1999-07</date><risdate>1999</risdate><volume>3</volume><issue>3</issue><spage>215</spage><epage>247</epage><pages>215-247</pages><issn>1362-1688</issn><eissn>1477-0954</eissn><coden>LTREFI</coden><abstract>Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of
planning when tasks are used within language instruction. These studies have
indicated that pre-task planning can have beneficial effects upon the nature of task
performance, consistently leading to greater fluency and complexity and, less
dependably, greater accuracy. The present study examines different sources of
planning (teacher-led, solitary, group-based) as well as different foci for planning
(towards language or towards content). Using a decision-making task (a
‘balloon debate’), data was collected using a 2×2
research design contrasting source of planning (teacher-led, group) and focus of
planning (language vs content). In addition, to ensure comparability with previous
research, solitary planning and control groups were also used. Results indicate a
number of statistically significant effects. The teacher-fronted condition generated
significant accuracy effects, while the solitary planning condition had greater
influence on complexity, fluency and turn length. Group-based planning did not lead
to performance significantly different from the control group. Finally, there was
little effect on performance as a result of the language vs content planning
condition. The results are discussed in relation to how teachers may more
effectively make pedagogic decisions on task implementation conditions linked to
selective pedagogic goals.</abstract><cop>Thousand Oaks, CA</cop><pub>SAGE Publications</pub><doi>10.1177/136216889900300303</doi><tpages>33</tpages></addata></record> |
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| ispartof | Language teaching research : LTR, 1999-07, Vol.3 (3), p.215-247 |
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| subjects | Control Groups Curriculum subjects: programmes and methods Educational sciences Fluency Language instruction Modern language Teachers Teaching methods |
| title | The influence of source of planning and focus of planning on task-based performance |
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