Task Condition Effects on Advanced‐Level Foreign Language Performance

Bui, Gavin; Skehan, Peter; Wang, Zhan

doi:10.1002/9781119261650.ch12

Cited by 18 publications

(9 citation statements)

References 38 publications

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“…One dimension of pretask preparation that has received considerable attention in the L2 literature is strategic planning, or providing learners with time before a task to plan the content (what they will say) and the language (how they will say it) that they will use to complete the task (Bui, Skehan, & Wang, 2018; Pang & Skehan, 2014; Skehan et al, 2012). Empirical work on pretask planning has shown benefits on general measures of fluency during subsequent task performances (Ellis, 2005; Mehnert, 1998; Ortega, 1999; Skehan & Foster, 1997; Wigglesworth & Elder, 2010), but limited work has been done on the relationship between pretask planning and the specific stages of L2 speech production (see Skehan, 2014, for exceptions).…”

Section: L2 Speech Productionmentioning

confidence: 99%

Task Preparation and Second Language Speech Production

2020

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This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, different content), the first language (L1) planning condition involved dyadic planning for the task in Japanese, and the second language (L2) planning condition involved the same in English. The effects of these task implementation options were compared in terms of measures of conceptualization, formulation, and monitoring of L2 speech production (Kormos, 2006; Levelt, 1989) as well as overall L2 speech fluency during task performance. Results suggest that different preparatory options might support L2 learners’ speech production in complementary ways by alternately reducing the conceptualization, formulation, and monitoring demands they face on tasks. Results provide an initial basis for implementing tasks to effectively support L2 learners’ emerging abilities to parallel process content and language during real‐time speech production (Skehan, 2009). Options for sequencing preparatory support in task‐based language teaching are discussed.

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Section: L2 Speech Productionmentioning

confidence: 99%

Task Preparation and Second Language Speech Production

2020

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“…In other words, there is pressure on the interlanguage system to grow as it is pushed to express more complex meanings. There is a consistent language complexity effect across many studies and proficiency levels (Bui et al, 2018). There is also a robust fluency effect, in this case seemingly associated with structural complexity driving larger units of production, and making pausing and repair less likely (Skehan, 2018).…”

Section: An Overview Of Task-based Instruction Componentsmentioning

confidence: 73%

The Cambridge Handbook of Task-Based Language Teaching

2021

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Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.

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“…They were used in early studies of task-based performance, such as that of Crookes (1989) and since then, a significant proportion of task-based studies have drawn on the same areas. Partly, this is because they have been shown to have distinct statistical independence (Skehan & Foster, 1997;Tavakoli & Skehan, 2005), although this diminishes somewhat at higher proficiency levels (Bui et al, 2018). Partly, as argued earlier, the measures have been proposed as reflecting different stages of development (Skehan, 2007).…”

Section: Second Language Task-based Performancementioning

confidence: 97%

Section: An Overview Of Task-based Instruction Componentsmentioning

confidence: 98%

The Psycholinguistics of Task-Based Performance

Skehan¹

2021

The Cambridge Handbook of Task-Based Language Teaching

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Traditional accounts of second and foreign language learning are not learner-centred. What is to be taught is decided by the teacher, often in conjunction with textbooks or wider national or school-based policies. In such cases the units underlying teaching are usually structural, and the sequencing is based, largely, on conventionthe sequence that is (collectively and unempirically) regarded to conform to a linguistic analysis of difficulty. Methodology is likely to move from presentation of (teacherchosen, decontextualised) material, followed by controlled practice and then some freer production. All of this puts the teacher centre-stage, assumes the teacher knows best, and relegates the learner to a passive bitpart role (Skehan, 2002;.In contrast, task-based approaches start from the learner and from meaning. Tasks require learners to express worthwhile and frequently personal meanings. Then, the language that is important is the language used to express those meanings, as determined by the learner. The tasks themselves may be the result of a needs analysis of how the learner will use language , or the result of choosing a challenge at the right level of complexity (Willis & Willis, 2007), or even negotiated with the learners themselves (Gong & Skehan, this volume). The intention is that the task will be facilitative of the learner being able to shape language development in ways that are individual and maximise the chances that personal developmental paths will be followed, as opposed to paths that have been devised for everyone, and for no-one .https://www.cambridge.org/core/terms.

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Task Condition Effects on Advanced‐Level Foreign Language Performance

Cited by 18 publications

References 38 publications

Task Preparation and Second Language Speech Production

Task Preparation and Second Language Speech Production

The Cambridge Handbook of Task-Based Language Teaching

The Psycholinguistics of Task-Based Performance

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