چکیده:
This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the research hypothesis, a quasi experimental design was used with three levels of planning (pre-task planning (PTP), on- line task planning (OLP), pre/on-line task planning (POLP). The participants in the study included 60 pre-intermediate TEFL sophomores at Islamic Azad University-Tabriz Branch who were selected out of a population of 200 TEFL sophomores on the basis of their scores on a proficiency test and an oral pre-test. One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition. However, there was no significant effect on accuracy as a result of PTP and OLP planning. The independent samples t-test analysis revealed significant accuracy gains in the POLP groups whereas the same improvements were not observed in the PTP and OLP planners.
خلاصه ماشینی:
The Journal of Applied Linguistics Vol. 1, No. 3 Autumn 2008 The Impact of Mixed Planning on the Accuracy of Iranian Learners’ Oral Performance Zohreh Seifoori Parviz Birjandi Islamic Azad University-Science and Research Branch This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch.
One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition.
The facilitative role of tasks in language learning has also been attributed to the input they generate and opportunities they provide for meaning negotiation (Long, 1996), the contribution they make to communicative effectiveness by impacting on the skillfulness of L2 learners' performance (Yule, 1996), the development of explicit knowledge to implicit knowledge through proceduralization (Anderson, 1983), and the restructuring that occurs with linguistic material (McLaughlin, 1990) , or the development of the exemplar-based implicit knowledge which is lexical in nature into the rule-based system which is made up of abstract underlying language patterns (Skehan, 1996).
Accordingly, this study sought to explore the possibility of improving the accuracy of the participants' task-based oral performance through concomitant pre- task and on-line task planning using evidence from a number of major studies (Foster &Skehan, 1999; Skehan & Foster, 1997; Wendel, 1997; cited in Ellis, 2003; Mehnert, 1998; Wenden, 2002; Yuan & Ellis, 2003).
The first three research questions addressed the effects of different planning conditions, PTP, OLP, POLP, on the accuracy of participants’ task-based oral performance.