چکیده:
Research on pre-task planning has revealed that planned
conditions have produced more fluent and complex language
than unplanned conditions. To date, most of these studies have
investigated the effects of individual planning on language
production while collaborative planning has received scant
attention. To determine the effects of pre-task planning on
second language written production, the present study
examined Iranian EFL learners’ argumentative writings under
the conditions of individual and collaborative pre-task
planning. The participants’ written productions were analyzed
using three measures of fluency, complexity, and accuracy.
The performance of individual planners and collaborative
planners were compared using a series of one-way ANOVAs.
Results indicated that collaborative planning promoted more
accurate textual output while individual planning resulted in
greater fluency, and neither type of planned conditions
benefited complexity. Possible explanations are provided and
the implications of the findings for the applicability of
collaborative planning are discussed.
خلاصه ماشینی:
Individual and Collaborative Planning Conditions: Effects on Fluency, Complexity and Accuracy in L2 Argumentative Writing M.
To determine the effects of pre-task planning on second language written production, the present study examined Iranian EFL learners’ argumentative writings under the conditions of individual and collaborative pre-task planning.
As such, the present study is likely to explore associations between SLA research and L2 writing scholarship by investigating the issue of collaborative and individual pre-task planning in the domain of foreign language (FL) writing.
2. Present Study The study reported in this paper sets out to investigate the effects of individual and collaborative planned conditions on the fluency, complexity, and accuracy of Iranian EFL learners' production in a written argumentative task.
Do individual or collaborative planned conditions have any effects on the fluency of Iranian EFL learners' production in a written argumentative task?
2. Do individual or collaborative planned conditions have any effects on the complexity of Iranian EFL learners' production in a written argumentative task?
3. Do individual or collaborative planned conditions have any effects on the accuracy of Iranian EFL learners' production in a written argumentative task?
4. Results As indicated earlier, three aspects of language use were examined to see how the participants in two planned conditions (Individual and Collaborative) performed the written task.
From the discussion of the results of their study, they concluded that, group planners focused their attention on content rather than on the language of their subsequent oral presentations; conversely, our findings showed that learners valued accuracy more than complexity in their writings.
The effects of planning on fluency, complexity, and accuracy in second language narrative writing.