thesis
The focus-on-form effects of strategic and on-line planning : an analysis of Japanese oral performance and verbal reports
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Abstract
Within the framework of task-based language learning, there has been much
research on planning, under the premise that learners' language would be enhanced in
planned conditions. However, the underlying mechanisms ofthis rationale have not been
fully explored. To develop the present understanding, this study aims to explore the nature
of planning and the psycholinguistic mechanisms of its effects on L2 performance.
Earlier planning research has tended to focus on 'strategic planning' (i.e., a period of
time given prior to a task), suggesting that it may improve learners' language in terms of
fluency and complexity but not always in accuracy (e.g., Crookes, 1989, Foster & Skehan,
1996). In response to this, Yuan and Ellis (2003) propose 'on-line planning' (i.e., on-line
processing pressure is lessened to allow active formulation and monitoring) and show its
positive effect on accuracy as well as complexity. Building on these previous studies, the
purpose of this research is to investigate the different form-focused effects between
strategic and on-line planning.
The study takes a process-product approach to planning by using a quantitative
analysis of oral performance and a qualitative analysis of post-task verbal reports,
prompted by stimulated recall, under non-planning, strategic planning and on-line
planning conditions. The analysis of the performance of twenty-seven Japanese learners of
English (grouped as high vs. low proficiency levels) demonstrates the positive effects of
strategic planning on complexity and those of on-line planning on complexity and
accuracy. Most importantly, different planning effects on specific accuracy measures were
observed between different proficiency groups - verb forms in the low-proficiency and
articles in the high-proficiency group.
To complement the results of the performance analysis, the examination of verbal
reports presents participants' planning processes. To support the improvement in accuracy
in on-line planning, the analysis reveals that pressured conditions (i.e., non-planning and
strategic planning) made participants prioritize meaning over form; on the other hand,
on-line planning tended to push them into more complex structures while maintaining
certain attention to accuracy.
Drawing on pedagogical considerations offocus-on-form instruction, this thesis
argues that strategic planning and on-line planning have different degrees of form-focused
effects. In particular, on-line planning, beyond a simple improvement of accuracy, would
increase consciousness of form and bring L2 learners to deeper, syntactic processing. It is
suggested that some kind of on-line planning would be useful for developing learners'
abilities of syntactic formulation