Planning and Focusonform in TaskBased Language Learning

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Planning and Focusonform in TaskBased Language Learning

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Pruned speech rates. Mean length of run. Total length of pauses per minute ... Pruned SR. Location of Sig. Sig. F. Location of Sig. Sig. F. Measures. Low. High ... – PowerPoint PPT presentation

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Title: Planning and Focusonform in TaskBased Language Learning

1
Planning and Focus-on-form in Task-Based Language
Learning

Ryo Nitta
University of Warwick
TBLT Conference
Leuven, 2005

2
Introduction

Two research traditions in SLA planning and
focus-on-form
The study analysis of task performance and
verbal protocols
Findings of task performance analysis
Implications
Issues for the second stage

3
Types of Planning (Ellis, 2005)
Rehearsal (task repetition)
Pre-task planning
Strategic planning
Planning
Pressured
Within-task planning
Unpressured (on-line planning)
4
Strategic vs. On-line Planning

Strategic planning
Information-processing model
Skill-learning model
On-line planning
L2 Monitoring (Morrison Law, 1983)
Careful within-task planning (Yuan Ellis, 2003)

5
Summary of the Previous Research
6
Focus-on-Form Instruction

The noticing issue Do learners have the
cognitive resources to notice the gap between
their IL utterances and the TL utterances around
them?
The interruption issue Is a pedagogical
intervention that does not interrupt the
learners own processing for language learning
even possible?
The timing issue If so, then precisely when,
in cognitive terms, should the pedagogical
intervention occur? (Doughty, 2001)

7
Identifying a Link between Planning and
Focus-on-Form

Theoretical issue Strategic planning facilitates
a learner-driven focus-on-form (Ortega, 1999,
2005)
Methodological issue A process-product approach
to planning. How do L2 learners plan during
strategic planning time? (Ortega, 1999, 2005
Sangarun, 2005)

8
Research Questions

Do different planning conditions differently
influence the oral performance?
How do L2 speakers plan their speech on-line when
their performance is underway? Do they focus on
form in on-line planning more frequently than
strategic and no-planning conditions?

9
Research Hypotheses for Task Performance Analysis
(1)

Hypothesis One Strategic planning (SP) will give
more positive influence on fluency, complexity
and accuracy than no-planning (NP).
Hypothesis Two On-line planning (OP) will give
more positive influence on complexity and
accuracy, but more negative influence on fluency
than NP.
Hypothesis Three OP will give more positive
influence on complexity and accuracy, but more
negative influence on fluency than SP.

10
Research Hypotheses for Task Performance Analysis
(2)

Hypothesis Four The effects of SP will interact
with the different proficiency levels.
Hypothesis Five The effects of OP will interact
with the different proficiency levels.

11
Research Design
12
Task

Story-telling tasks x 3 6 picture cartoons taken
from a popular story-telling resource book for
EFL learners (Heaton, 1975).
Different, but clearly structured tasks (cf.
Tavakoli Skehan, 2005)
The first obligatory sentence was given to
encourage the use of past tense forms in each
task, following Ellis (1987).

13
Task Implementation
14
Participants

27 Japanese speakers of English (male 11,
female 16)
Length of residence mean 11.86 (months), SD
13.74, Range 0.25 (i.e., 1 week) - 41.00 (i.e.,
3 years and 5 months)
High vs. Low Proficiency 6-point global ratings
by three raters to judge the NP speech. The
average scores were used to categorize high and
low proficient groups.

15
Fluency

Pruned speech rates
Mean length of run
Total length of pauses per minute
Number of end-clause pauses per 100 words
Number of mid-clause pauses per 100 words
Number of filled pauses
Number of dysfluencies (i.e., false-starts,
reformulation, repetition and self-correction)

16
Complexity

Syntactic complexity the number of clauses per
AS-unit (Foster, Tonkyn and Wigglesworth, 2000)
Discoursal complexity the number of discourse
organization devices (Ejzenberg, 2000)
Chaining integration devices
Grammatical integration devices

17
Accuracy

Global measures percentage of error-free clauses
(e.g., Foster Skehan, 1996)
Specific measures
Percentage of target-like verb forms (Yuan
Ellis, 2003)
Percentage of target-like article (Crookes, 1989)

18
Factor Analysis

On the whole, the results of three factor
analyses represent three independent dimensions,
fluency, complexity and accuracy.
Mean length of run was selected for MANOVA
analysis as a fluency component.
The number of grammatical integration devices was
selected as a complexity component.
The percentage of error-free clauses was selected
as an accuracy component.

19
Repeated measures MANOVA
20
Univariate test of within-participant effect
21
ANOVAs in Two Proficiency Groups
22
Specific Accuracy Measures
23
Implications

Trading-off between fluency and form
Fluency and accuracy
Fluency and complexity
Interaction between fluency and proficiency
Monologic story-telling task type?
Dual mode?
Interaction between accuracy and proficiency
Form-focused effects of on-line planning

24
Next Stage

To identify the mental operations in the three
planning conditions.
To identify different mental operations between
high and low proficient speakers.
Strategic planning ? High proficient speakers
On-line planning ? Low proficient speakers

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