Collaborative Pre-Task Planning Processes and Second Language Task Performance

Autor/inn/en	Leeming, Paul; Aubrey, Scott; Lambert, Craig
Titel	Collaborative Pre-Task Planning Processes and Second Language Task Performance
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.534-550 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leeming, Paul) ORCID (Aubrey, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220953225
Schlagwörter	Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Student Attitudes; Recall (Psychology); Notetaking; Learning Strategies; Language Proficiency; Interpersonal Relationship; Cooperative Learning; Undergraduate Students; Metacognition; Oral Language; English (Second Language); Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Abberufung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	Task-based language teaching research has investigated the impact of planning on task performance, but little has been reported on the processes that take place while planning is undertaken. This study builds on previous planning research by providing a detailed analysis of four Japanese university learners' collaborative pre-task planning (two dyads) and their performance on a subsequent second language (L2) oral monologue task that required them to express their opinions on a problem and propose a solution to it. Follow-up interviews incorporating stimulated recall were also conducted to gain insight into learners' perceptions. Results suggest that the note-taking strategies employed, the interpersonal dynamics of the pairs, the L2 proficiency of the participants, and the language of planning (first language [L1] or L2) resulted in important differences in these learners' planning processes and subsequent task performances. The results are discussed in terms of how pre-task planning processes might be optimized in teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01