چکیده:
Building on Robinson’s (2001, 2003) Cognition Hypothesis, Skehan’s (1998) Limited Attentional Capacity Model, and Kellog’s (1986) model of writing, this study examined the effect of task planning on the fluency, accuracy, and complexity of 60 Iranian EFL learners’ argumentative and narrative writings under different planning conditions. A quasi-experimental design with three levels of planning conditions (pre-task planning, within-task planning and no-planning) and different time constraints was used. Measures of fluency, accuracy, and complexity were used to evaluate the quality of the participants’ written productions. The results of a series of one way Multivariate Analyses of Variance (MANOVAs) indicated that increasing task complexity, through task planning conditions and also different tasks produced significant differences among the groups in fluency and accuracy; however, with regard to syntactic complexity, both tasks provided similar results among the groups. The findings add support to the view that selecting an appropriate task with appropriate task-based implementation conditions can induce language learners to increase, accuracy and fluency, but not syntactic complexity of their output. Pedagogical implications are discussed and suggestions for further studies are made.
خلاصه ماشینی:
com Building on Robinson’s (2001, 2003) Cognition Hypothesis, Skehan’s (1998) Limited Attentional Capacity Model, and Kellog’s (1986) model of writing, this study examined the effect of task planning on the fluency, accuracy, and complexity of 60 Iranian EFL learners’ argumentative and narrative writings under different planning conditions.
The results of a series of one way Multivariate Analyses of Variance (MANOVAs) indicated that increasing task complexity, through task planning conditions and also different tasks produced significant differences among the groups in fluency and accuracy; however, with regard to syntactic complexity, both tasks provided similar results among the groups.
Foster and Skehan (1996), in their study, have focused on the effect of different variables on the nature of language performance in the context of task-based instruction.
2. Do L2 learners produce more accurate language across two different tasks, namely argumentative and narrative writing, with different complexity levels and also under different planning conditions?
3. Methods This study was a between-group design that aimed to investigate the effect of task planning on accuracy, complexity, and fluency of EFL learners’ written production.
2. Data Analysis All writing productions of different groups under the different task planning conditions were segmented, coded, and scored based on the measures chosen to assess complexity, accuracy, and fluency.
Findings of this study did lend support to the predictions of Skehan and Foster’s (1998) Limited Attentional Capacity regarding the effects of increasing task complexity with respect to planning time factor on reducing fluency.
The effects of planning on fluency, complexity, and accuracy in second language narrative writing.