The Role of Planning Time in Foreign Language Narrative Written Production: Focusing on Accuracy

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 7، شماره 1، آذر 2018، صفحه 112-125   

نویسنده

Zahra Fallah Rafie^*

Department of English, Takestan Branch, Islamic Azad University, Takestan, Iran

چکیده

The present study was an attempt to investigate the effects of two types of task planning on
foreign language narrative written production. Particularly it addressed the issue of how accuracy
vary among two different types of task planning (i.e. pre-task strategic planning condition &
unpressured within-task planning condition). The participants were 45 EFL university students
majoring the English translation. The participants were randomly assigned into three groups. In
the strategic planning group, the participants were given ten minutes to plan in advance but they
were asked to complete the task within a limited time. In the unpressured within-task planning
group, the participants were asked to write down their text immediately but no time limit was
allotted to this group. In the no-planning group, participants were asked to perform the main task
performance immediately within a limited time, so, they were given a zero-planning time. The
results of statistical analysis showed that both strategic planning and unpressured within-task
planning have statistically significance effect on accuracy of foreign language narrative written
production; however, no significant difference was evident between the performances of the two
groups in terms of accuracy.

کلیدواژه‌ها

task؛ Planning؛ writing performance؛ Accuracy

مراجع

Bachman, L. F. (2005). Statistical Analysis for Language Assessment. 2nd ed. Cambridge
University Press. NY.
Bagheridoust, E., & Allahyari Fakoor, K. (2013). The effects of planning on accuracy in
argument/compare and contrast writing of Iranian EFL learners. International Research
Journal of Applied and Basic Sciences, 4(12), 3764-3773.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3),
193–220.
Ellis, R. Yuan, F. (2004).The effects of planning on fluency, complexity, and accuracy in second
language narrative writing. Studies in Second Language Acquisition, 26, 59– 84.
Ellis, R. (Ed.). (2005). Planning and task performance in a second language (Vol. 11). John
Benjamins Publishing.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency,
complexity, and accuracy in l2 oral production. Applied Linguistics, 30(4), 474–509.
doi:10.1093/applin/amp042
Field, A. (2009). Discovering Statistics Using SPSS. 3rd ed. SAGE. London
Foster, P. & Skehan, P. (1996). The influence of planning and task type on second language
performance. Studies in Second Language Acquisition. 18, 299- 323.
Ghavamnia, M., Tavakoli, M., & Esteki, M. (2013). The effect of pre-task and online planning
conditions on complexity, accuracy, and fluency on EFL learners’ written production. 31-
43.
Haghverdi, H. R., Biria, R., & Khalaji, H. R. (2013). The Impact of Task-planning and Gender
on the Accuracy of Narrations Composed by Iranian EFL Learners. Journal of Language
Teaching and Research, 4(1) 74-83.
Heaton, J. (2006). Beginning Composition through Pictures. England: Longman.
Kasap, B. (2005). The effectiveness of task-based instruction in the improvement of learners’
speaking skills. (Doctoral dissertation). Bilkent university, Ankara.
Nakakubo, T. (2011). The effects of planning on second language oral performance in Japanese:
processes and production (Unpublished doctoral dissertation). University of Iowa.
Retrieved from http://ir.uiowa.edu/etd/1038
Piri, F., Barati, H., & Ketabi, S. (2012). The Effects of Pre-task, On-line, and both Pre-task and
On-line Planning on Fluency, Complexity, and Accuracy–The Case of Iranian EFL
Learners’ Written Production. English Language Teaching, 5(6), 158-167.
Rahimpour, M., & Jahan, R. (2011). The effects of planning on writing narrative task
performance with low and high EFL proficiency. English Language Teaching, 4(1),
p120-127. Retrieved from www.ccsenet.org/elt
Rahimpour, M. & Safarie, M. (2011). The effects of on-line and pre-task planning on descriptive
writing of Iranian EFL learners. International Journal of English Linguistics, 1(2), 274-
280. doi:10.5539/ijel.v1n2p274
Rouhi, A., & Marefat, H. (2006). Planning time effect on fluency, complexity and accuracy of L2
output. Pazhuhesh-e Zabanha-ye Khareji, 27, 123-141.
Salimi, A., Alavinia, P. and Hosseini, P. (2012). Effect of Strategic Planning Time and Task
Complexity on L2 Written Accuracy. Theory and Practice in Language Studies, 2 (11),
2398-2406. doi:10.7575/ijalel.v.1n.7p.104
Salimi, A., Alavinia, P., Hosseini, P., & Shafaei, A. (2012). The impact of task complexity and
strategic planning time on EFL learners’ accuracy and fluency in written task production.
International Journal of Applied Linguistics & English Literature, 1(7), 104-116.
doi:10.4304/tpls.2.11.2398-2406
Salimi, A., Dadaspour, S., & Asadollahfam, H. (2011). The effect of task complexity on EFL
learners’ written performance. Procedia-Social and Behavioral Sciences, 29, 1390-1399.
Tilfarlioglu, F. Y., & Basaran, S. (2007). Enhancing reading comprehension through task-based
writing activities: an experimental study. The Reading Matrix, 7(3).
Van den Branden, K. (Ed.). (2006). Task-based language education: from theory to practice.
Cambridge. Cambridge: Cambridge University Press.