A Multifaceted Approach to Investigating Pre-Task Planning Effects on Paired Oral Test Performance

Autor/inn/en	Nitta, Ryo; Nakatsuhara, Fumiyo
Titel	A Multifaceted Approach to Investigating Pre-Task Planning Effects on Paired Oral Test Performance
Quelle	In: Language Testing, 31 (2014) 2, S.147-175 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532213514401
Schlagwörter	Oral Language; Language Tests; Second Language Learning; Decision Making; Groups; Task Analysis; Scores; Questionnaires; Discourse Analysis; Language Processing; Linguistic Performance; Second Language Instruction; Communicative Competence (Languages); English (Second Language); Majors (Students); Foreign Countries; Interaction Process Analysis; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Zweitsprachenerwerb; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Fragebogen; Diskursanalyse; Sprachverarbeitung; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Prozessanalyse
Abstract	Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were collected from 32 students who carried out two decision-making tasks in pairs, under planned and unplanned conditions. The study used analyses of rating scores, discourse analytic measures, and conversation analysis (CA) of test-taker discourse to gain insight into co-constructing processes. A post-test questionnaire was also administered to understand the participants' perceptions toward planned and unplanned interactions. The results from rating scores and discourse analytic measures revealed that planning had limited effect on performance, and analysis of the questionnaires did not indicate clear differences between the two conditions. CA, however, identified the possibility of a contrastive mode of discourse under the two planning conditions, raising concerns that planning might actually deprive test-takers of the chance to demonstrate their abilities to interact collaboratively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10