Participatory Structure of Planning and Cognitive Task Complexity in L2 Oral Performance: A Processing Perspective

Autor/inn/en	Farahanynia, Mahsa; Khatib, Mohammad
Titel	Participatory Structure of Planning and Cognitive Task Complexity in L2 Oral Performance: A Processing Perspective
Quelle	In: Language Learning Journal, 50 (2022) 6, S.777-802 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1901966
Schlagwörter	Oral Language; Language Processing; Psycholinguistics; Accuracy; Task Analysis; Second Language Learning; Cooperative Learning; Individual Differences; Behavior Patterns; Group Dynamics; Language Fluency; Comparative Analysis; Second Language Instruction; Instructional Design; Teaching Methods; English (Second Language); Foreign Countries; Language Tests; Pictorial Stimuli; Syntax; Iran (Tehran) + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Psycholinguistik; Aufgabenanalyse; Zweitsprachenerwerb; Kooperatives Lernen; Individueller Unterschied; Gruppendynamik; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language test; Sprachtest; Fantasieanregung
Abstract	This study investigates the impact on L2 oral performance of participatory structure of strategic planning (individual vs. collaborative pair planning) and task complexity (simple vs. complex tasks) defined according to the number of elements involved. It also explores individual and collaborative planners' planning behaviours prior to simple vs. complex tasks. Forty-eight Iranian intermediate learners were assigned to one of the two conditions: individual planning (IndP) and collaborative planning in pairs (ColP) groups. Participants then engaged in planning before completing four oral tasks: two simple and two complex. After each task, they were interviewed about their planning behaviours. Quantitative results showed that fluency and complexity improved as a function of task complexity and collaborative planning. The impact of collaborative planning was greater on the complex tasks in all measures except accuracy. Qualitative analysis revealed that, compared to the individual planners, the collaborative planners used more planning behaviours associated with schematic planning, cognitive planning and content formulation prior to the complex tasks. The findings highlight that careful task design (here, selecting complex tasks with collaborative planning) has real potential to help enhance learners enhance their L2 oral production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01