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The Effects of Different Lengths of Pretask Planning Time on L2 Learners Oral Test Performance

The Effects of Different Lengths of Pretask Planning Time on L2 Learners Oral Test Performance

 Lanlan, Li
 2015
 pages 38–66. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữEnglish LearningOral Test PerformanceL2 LearnersPretask Planning Timesecond language (L2) learners
Tác giả CN Lanlan, Li
Nhan đề The Effects of Different Lengths of Pretask Planning Time on L2 Learners Oral Test Performance / Lanlan Li, Jiliang Chen and Lan Sun.
Thông tin xuất bản 2015
Mô tả vật lý pages 38–66.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt The effect of planning on second language (L2) learners oral performance is a hotly debated topic in the field of second language acquisition. However, studies on the effect of different amounts of planning time have been quite limited, especially in a testing context. The present study investigated the effects of different lengths of pretask planning time (nil, 30 seconds, 1 minute, 2 minutes, 3 minutes, and 5 minutes) on L2 learners oral test performance in terms of both the quantity and quality of the test-takers linguistic output using discourse analytical measures. The findings suggest that the provision of planning time positively influenced both the quantity and quality of oral production; of the three aspects of quality (fluency, accuracy, and complexity), accuracy improved the most, with 1-minute planning time being the threshold that led to significant improvement. Concerning different planning lengths, a positive effect of planning was not always observed in line with the increase of time: too short a time (e.g., 30 seconds) was inadequate for improvement, whereas too long a time (e.g., 5 minutes) engendered a diminishing effect.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Từ khóa tự do English Learning
Từ khóa tự do Oral Test Performance
Từ khóa tự do L2 Learners
Từ khóa tự do Pretask Planning Time
Từ khóa tự do second language (L2) learners
Tác giả(bs) CN Jiliang, Chen
Tác giả(bs) CN Lan, Sun.
Nguồn trích TESOL Quarterly- Volume 49, Issue 1, March 2015.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a The effect of planning on second language (L2) learners oral performance is a hotly debated topic in the field of second language acquisition. However, studies on the effect of different amounts of planning time have been quite limited, especially in a testing context. The present study investigated the effects of different lengths of pretask planning time (nil, 30 seconds, 1 minute, 2 minutes, 3 minutes, and 5 minutes) on L2 learners oral test performance in terms of both the quantity and quality of the test-takers linguistic output using discourse analytical measures. The findings suggest that the provision of planning time positively influenced both the quantity and quality of oral production; of the three aspects of quality (fluency, accuracy, and complexity), accuracy improved the most, with 1-minute planning time being the threshold that led to significant improvement. Concerning different planning lengths, a positive effect of planning was not always observed in line with the increase of time: too short a time (e.g., 30 seconds) was inadequate for improvement, whereas too long a time (e.g., 5 minutes) engendered a diminishing effect.
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