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초록· 키워드
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This study investigated the effects of three different types of planning conditions on oral task performance under different task complexity. A total of 65 Korean middle school learners performed two individual narrative tasks with different complexity (i.e., simple vs. complex) under different planning conditions (i.e., individual, collaborative, and no planning). Their task performance was analyzed with respect to task completion, fluency, complexity, and accuracy. The major findings are as follows. First, planning itself resulted in greater fluency and accuracy than no planning. Second, collaborative planning was the most beneficial for task completion and accuracy. Third, individual planning led to smaller number of pauses denoting its beneficial effect for fluency than collaborative planning. Fourth, there was no interaction effect between the planning conditions and the complexity of tasks but task complexity itself had an impact on syntactic complexity; an increase in task complexity resulted in a decrease in syntactic complexity.
목차
1. Introduction
2. Literature Review
3. Research Method
4. Results
5. Discussion and Conclusion
References
참고문헌 (31)
참고문헌 신청
[단행본] - Baron, J. / 2011 / Second Language Task Complexity / John Benjamins : 105 ~ 138
[학술지(정기간행물)] - Buckwalter, P. / 2001 / Repair sequences in Spanish L2 dyadic discourse: A descriptive study / The Modern Language Journal 85 : 380 ~ 397
[단행본] - Bygate, M. / 2001 / Researching Pedagogic Task, Second Language Learning, Teaching and Testing / Longman : 23 ~ 49
[단행본] - Ellis, R. / 2003 / Task-based Language Learning and Teaching / Oxford University Press
[학술지(정기간행물)] - Foster, P. / 1996 / The influence of planning and task type on second language performance / Studies in Second Language Acquisition 18 (3) : 299 ~ 323
[학술지(정기간행물)] - Buckwalter, P. / 2001 / Repair sequences in Spanish L2 dyadic discourse: A descriptive study / The Modern Language Journal 85 : 380 ~ 397
[단행본] - Bygate, M. / 2001 / Researching Pedagogic Task, Second Language Learning, Teaching and Testing / Longman : 23 ~ 49
[단행본] - Ellis, R. / 2003 / Task-based Language Learning and Teaching / Oxford University Press
[학술지(정기간행물)] - Foster, P. / 1996 / The influence of planning and task type on second language performance / Studies in Second Language Acquisition 18 (3) : 299 ~ 323
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