This is a repository copy of The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. 1 The Combined Effects of Online Planning and Task Structure on Complexity, Accuracy, and Fluency of L2 Speech AbstractThis study investigates the combined effects of task-based careful online planning condition and the storyline structure of a task on L2 oral performance (complexity, accuracy, and fluency). 60 intermediate EFL learners were randomly assigned to four groups (n = 15). Participants were asked to perform two tasks with different degrees of storyline structure (structured and unstructured) under two different planning conditions (pressured online planning and careful online planning). Analysis of the narrations and the results of a series of one-way ANOVA revealed that the participants who performed the structured task under careful online planning condition produced reasonably more complex, accurate, and fluent language. However, those who performed the unstructured task under pressured online planning condition obtained the lowest scores in terms of all three areas of oral production. The findings add support to the view that selecting appropriate task-based implementation conditions and task design features could induce language learners to produce the kind of output which enjoys complexity, accuracy, and fluency at the same time.

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Idioms can be considered as a part of everyday language. They are the essence of any language and the most problematic part to handle with. Not all idioms have direct equivalents in another language, because they are linguistic expressions which are typical for a language and specific to a single culture. It is impossible to define any unique approach in the translating process since so many idioms are culturally specific and thus the pragmatic meaning must be much more prized than the literal meaning. If they are to be translated literally or word for word, they lead to extreme confusion. The present study investigates some important idioms in the book What You Asked For, and provides the readers with the procedures and strategies used to translate them. The procedures are proposed by Baker (1992). This paper presents the definition of idioms to see what they are. Then, it classifies the idioms into different categories and in the end, gives some techniques and procedures to translate them

Among translation issues, poetry translation is the most problematic area challenging both translators and authorities in the field of translation studies. Translation of poetry as a yet unanalyzed 'black box' (Francis 2006) has been a much debated issue since olden times, with many pros and cons and dichotomist reasoning as to its possibility or impossibility. This is due to the high cultural prestige of poetry which requires time, effort and ingenuity to translate traditional rhyme, rhythm structures and the figurative language involved. In the present study, a Persian piece of poetry by the contemporary Iranian poet, Musavi Garmaroodi, A. (1984) The aim is to identify the formative elements of versified discourse in the source and target texts (ST/TT) and to arrive at a tentative model of translation analysis which can serve as a measure for translation assessment of poetic genre.

The study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan, Iran, participated in this study. The participants were homogenized and divided into two groups: one group performing individually and the other group performing collaboratively. The study involved the measurement of the learners' creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of learners' individual and collaborative written narrative task performance in terms of three measures of task performance, i.e. Complexity, Accuracy, and Fluency (CAF). The results showed (a) significant advantages regarding the CAF of collaborative writings in comparison with that of individual writers in terms of accuracy; (b) significant correlations between creative fluency and learners' fluent performance in individual, but not paired, task performance; and (c) negative relationships between creative originality and learners' fluent performance in both individual and paired task performance. The implications of the study are discussed.