Planning and Task Performance in a Second Language

Editor

Rod Ellis | University of Auckland

Hardbound – Available

ISBN 9789027219619 (Eur) | EUR 105.00

ISBN 9781588116130 (USA) | USD 158.00

Paperback – Available

ISBN 9789027219626 (Eur) | EUR 36.00

ISBN 9781588116147 (USA) | USD 54.00

e-Book –

ISBN 9789027294647 | EUR 105.00/36.00*
| USD 158.00/54.00*

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.

[Language Learning & Language Teaching, 11] 2005. viii, 313 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.11

Table of Contents

Preface

Section 1. Introduction

1. Planning and task-based performance: Theory and research

Rod Ellis | pp. 3–34

Section 2. Task rehearsal

2. Integrative planning through the use of task repetition

Martin Bygate and Virginia Samuda | pp. 37–74

Section 3. Strategic planning

3. What do learners plan? Learner-driven attention to form during pre-task planning

Lourdes Ortega | pp. 77–109

4. The effects of focussing on meaning and form in strategic planning

Jiraporn Sanguran | pp. 111–141

5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency

Chieko Kawauchi | pp. 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 | pp. 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 | pp. 193–216

Section 5. Planning in language testing

8. Planning for test performance: Does it make a difference?

Catherine Elder and Noriko Iwashita | pp. 219–238

9. Strategic planning, task structure and performance testing

Parvaneh Tavakoli and Peter Skehan | pp. 239–273

Section 6. Conclusion

10. Planning as discourse activity: A sociocognitive view

Rob Batstone | pp. 277–295

Index | pp. 309–312

“Overall, this book provides a useful snapshot of current thinking about planning and task performance in L2 instruction and learning.”

Mathias Schulze, University of Waterloo, in Canadian Modern Language Review Vol. 62:2, 2006

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[no author supplied]

2023. Editorial. Language Teaching for Young Learners 5:2 ► pp. 119 ff.

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