The Influence of Planning and Task Type on Second Language Performance
Open accessAbstract
This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues.
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Claims the paper makes
1 of 37 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
- Findingown data§ RESULTS
The no planning group always produced the least fluency.
“Regarding the fluency measures of pauses and silence, the no planning group always produced the least fluency.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
General task familiarity does not have an influence on the level of complexity achieved.
“We can conclude, therefore (and this is interesting in itself), that general task familiarity does not have an influence on the level of complexity achieved.”
Quote in the paperSubstantial claim - Findingown data§ Thames Valley University
Planning has strong effects on fluency.
“The study reports strong effects of planning on fluency”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
For the Personal and Decision tasks, variation in planning produced little difference in fluency.
“For the Personal and Decision tasks variation in planning produced little difference.”
Quote in the paperSubstantial claim - Findingown data§ Thames Valley University
Interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task.
“interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task.”
Quote in the paperSubstantial claim
- Findingown data§ RESULTS
Detailed planning only led to greater fluency than undetailed planning for the Narrative task.
“Detailed planning only led to greater fluency than undetailed planning for the Narrative task.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
Hypothesis 3 receives some support, but only at a fairly weak level.
“Hypothesis 3 therefore receives some support, but only at a fairly weak level.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
Hypothesis 2 is confirmed.
“Hypothesis 2 is accordingly confirmed.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
For each task, the undetailed planners produced the most accurate level of performance.
“For each task it is noteworthy that the undetailed planners produced the most accurate level of performance.”
Quote in the paperSubstantial claim - Findingown data§ Thames Valley University
There is a linear relationship between degree of planning and degree of complexity.
“with a linear relationship between degree of planning and degree of complexity.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
Hypothesis 1 is supported for pauses and total silence.
“We can conclude, therefore, that Hypothesis 1 is supported for pauses and total silence.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
These results provide limited support for Hypothesis 4.
“These results provide limited support for Hypothesis 4.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
The only other significant values were for repetitions-hesitations and replacements for the Decision task.
“Otherwise, the only significant values were for repetitions-hesitations and replacements for the Decision task.”
Quote in the paperNot a substantial claim - Findingown data§ RESULTS
Within each task, all pairwise comparisons for subordination were significantly different from one another with the exception of the no planning and undetailed planning conditions for the Personal task.
“Range tests using Duncan's procedure (Norusis, 1990) indicate that within each task all pairwise comparisons within each task are significantly different from one another with the exception of the no planning (1.11) and undetailed planning (1.16) conditions for the Personal task, which were not.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Norusis, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data§ RESULTS
Planning is associated with greater variety of past-tense usage.
“The detailed mean scores then show that planning is associated with greater variety of past-tense usage.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
Familiarity of general task conditions does not lead to improved performance on error measures.
“No significant differences were found, so we can conclude that the null hypothesis is sustained in this case; that is, familiarity of general task conditions does not lead to improved performance.”
Quote in the paperSubstantial claim - Findingown data§ Thames Valley University
Planning has clear effects on complexity.
“clear effects also on complexity”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
For the Narrative task, the different planning conditions themselves (detailed vs. undetailed) each exerted an influence on pauses.
“whereas for the Narrative task the different planning conditions themselves (detailed vs. undetailed) each exerted an influence (e.g., pauses: 30.3, 15.3, 8.0)”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
For the Decision task, planning was associated with more repetition, hesitation, and replacement.
“for the Decision task; in contrast to the other two, there were significant differences across planning conditions for repetition and hesitation, and for replacement (though not for reformulation) but in the opposite direction: That is, planning was associated with more repetition, hesitation, and replacement.”
Quote in the paperNot a substantial claim - Findingown data§ RESULTS
Significance is not attained for the Narrative task on accuracy.
“Significance is not attained for the Narrative task.”
Quote in the paperSubstantial claim - Findingown data§ RESULTS
The results for accuracy do not support Hypothesis 6.
“Similarly, the results for accuracy do not support Hypothesis 6.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The Narrative task's highest complexity measure (1.68) is associated with the lowest accuracy score (0.58).
“as this highest complexity measure (1.68) is associated with the lowest accuracy score (0.58)”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The Personal task produced much more fluent performance, as indexed by the average number of pauses and the average amount of silence.
“The Personal task indeed produced much more fluent performance, as indexed by the average number of pauses and the average amount of silence”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The Decision task occupies an intermediate position, producing useful levels of accuracy and complexity.
“Finally, the Decision task seems to occupy an intermediate position, producing useful levels of accuracy and complexity.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
For the Narrative task, the accuracy level order is detailed planning < no planning < undetailed planning.
“whereas for the Narrative task the order is detailed planning < no planning < undetailed planning”
Quote in the paperSubstantial claim - Findingreasoning§ RESULTS
The Personal task always produced the least subordination.
“The Personal task always produced the least subordination”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The one other fluency effect for planning is with the Decision task and the variables of repetition/hesitation and replacement.
“Interestingly, the one other fluency effect for planning is with the Decision task and the variables of repetition/hesitation and replacement.”
Quote in the paperNot a substantial claim - Findingown data§ DISCUSSION
Planning has an effect upon fluency.
“We have seen briefly that planning has an effect upon fluency.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
For the Personal and Decision tasks, the accuracy level order is no planning < detailed planning < undetailed planning.
“Here, the accuracy level order for the Personal and Decision tasks is no planning < detailed planning < undetailed planning, whereas for the Narrative task the order is detailed planning < no planning < undetailed planning.”
Quote in the paperSubstantial claim - Findingown data§ CONCLUSION
The three tasks used in the present study yielded interestingly contrasting results.
“Finally, the three tasks used in the present study-a Personal Information Exchange task, a Narrative task, and a Decision-Making task-yielded interestingly contrasting results.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The Narrative task produces the highest level of complexity.
“The Narrative task produces the highest level of complexity, suggesting a greater need to use precise and extending language, but this gain seems to be at the expense of accuracy, as this highest complexity measure (1.68) is associated with the lowest accuracy score (0.58).”
Quote in the paperSubstantial claim - Findingnone given§ CONCLUSION
Planning time has a major impact.
“Planning time has a major impact, but it would seem that if we could learn more about this area it would be possible to predict more effectively the exact balance between these different goals.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
Detailed planners responded to the suggestions given to them by producing more subordinated language.
“it does appear that detailed planners have responded to the suggestions given to them by producing more subordinated language”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The two planning conditions lead to much more uneven figures.
“In contrast, the two planning conditions lead to much more uneven figures.”
Quote in the paperSubstantial claim - Findingown data§ CONCLUSION
Pretask activities can have a significant impact on the ways that tasks are done.
“It has shown that pretask activities can have a significant impact on the ways that tasks are done.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
In all cases, the most accurate performance is for the undetailed planners.
“In all cases, though, the most accurate performance is for the undetailed planners.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The detailed planners, who were expected to exploit the guiding instructions to facilitate generalized improvement, did not seem to do so.
“But even more surprising is that the detailed planners, who were expected to exploit the guiding instructions to facilitate generalized improvement, did not seem to do so.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The relationship for complexity values is linear.
“The complexity values provide a very clear picture: The relationship is linear, and it does appear that detailed planners have responded to the suggestions given to them by producing more subordinated language.”
Quote in the paperSubstantial claim - Findingnone given§ CONCLUSION
The results obtained were consistent with the hypothesized task properties.
“The results obtained were consistent with the hypothesized task properties.”
Quote in the paperSubstantial claim - Findingown data§ DISCUSSION
The pattern of results is not repeated for the accuracy measures.
“But what is even more interesting still is that this pattern of results is not repeated for the accuracy measures.”
Quote in the paperSubstantial claim - Study design and conductreasoning§ Subjects and Setting
The inclusion of all class members in the data collection meant that the selected experimental subjects were not alerted to the fact that only their data would be analyzed.
“In addition, the inclusion of all class members in the data collection meant that the selected experimental subjects were not alerted to the fact that only their data would be analyzed.”
Quote in the paperSubstantial claim - Study design and conductcitation§ Subjects and Setting
The applicability to L2 classrooms of the results of the study is more justified.
“The applicability to L2 classrooms of the results of the study is therefore arguably more justified (van Lier, 1988).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites van Lier, 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Study design and conductreasoning§ Subjects and Setting
The make-up of each class was comparable in respect to language proficiency, age range, and LI background.
“The make-up of each class can justifiably be described as comparable in respect to language proficiency, age range, and LI background.”
Quote in the paperSubstantial claim - Study design and conductcitation§ Subjects and Setting
The use of intact classes under relatively normal conditions minimizes any effects that experimental conditions might have on subjects' performance.
“It is argued that the use of intact classes under relatively normal conditions minimizes any effects that experimental conditions might have on subjects' performance (Foster, 1994).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Foster, 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning§ Thames Valley University
The results highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources.
“The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources.”
Quote in the paperSubstantial claim - Premisecitation§ Thames Valley University
Attentional resources are limited.
“attentional resources are limited (VanPatten, 1990)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites VanPatten, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ RESULTS
Subjects seem to use planning time to capitalize on the use of time-creating devices, as indexed by the effect for repetition and replacement.
“Subjects seem to use planning time to capitalize on the use of time-creating devices (Bygate, 1987), as indexed by the effect for repetition and replacement.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bygate, 1987
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Study design and conductcitation§ Subjects and Setting
The use of intact classes makes for greater naturalness in the language produced, not least because of subjects' familiarity with one another.
“It makes for greater naturalness in the language produced, not least because of subjects' familiarity with one another (Plough & Gass, 1993).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Plough & Gass, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ DISCUSSION
The pattern of results supports tradeoff effects between complexity and accuracy.
“The pattern of results, in other words, supports tradeoff effects between complexity and accuracy, a point developed more fully in Skehan and Foster (1996).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Skehan and Foster (1996)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning§ DISCUSSION
Decision task subjects under planning conditions were most able to combine goals simultaneously.
“Decision task subjects under planning conditions were most able to combine goals simultaneously.”
Quote in the paperSubstantial claim - Interpretationown data§ CONCLUSION
Tradeoff attentional effects are central.
“Although it seems likely that tradeoff attentional effects are central, the exact patterning of results was not completely predicted”
Quote in the paperSubstantial claim - Premisecitation§ CONCLUSION
Skehan and Foster (1996) research suggests that the knowledge or threat that a posttask repeat public performance of the task being done is likely to be required increases the focus on accuracy.
“Skehan and Foster (1996) researched posttask activities, and this research suggests that the knowledge or threat that a posttask repeat public performance of the task being done is likely to be required increases the focus on accuracy.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Skehan and Foster (1996)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning§ DISCUSSION
The psycholinguistic resources available seemed to cope adequately with the pressures that had been manipulated.
“In that respect, the psycholinguistic resources available seemed to cope adequately with the pressures that had been manipulated.”
Quote in the paperSubstantial claim - Interpretationown data§ DISCUSSION
Being able to draw upon familiar, ready-encoded information promotes a greater degree of fluency and a corresponding lack of need for planning.
“suggests that being able to draw upon familiar, ready-encoded information does promote a greater degree of fluency and a corresponding lack of need for planning.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
The joint levels of accuracy and complexity achieved by the undetailed planners reflect progress being made toward both goals simultaneously.
“Certainly the joint levels of accuracy and complexity achieved by the undetailed planners reflect progress being made toward both goals simultaneously (as well as toward fluency).”
Quote in the paperSubstantial claim - Interpretationown data§ RESULTS
Planning does not operate in the same way with all tasks.
“Planning, in other words, does not operate in the same way with all tasks.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
Detailed planning causes subjects to structure their subsequent task contributions in a more ambitious manner.
“Turning finally to the explanation for the excessive pressure on processing resources that is produced by the detailed planning condition, the most plausible account would seem to be that detailed planning causes subjects to structure their subsequent task contributions in a more ambitious manner.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
Other tasks seemed to lead to a greater degree of sacrifice of one goal or another.
“Other tasks seemed to lead to a greater degree of sacrifice of one goal or another.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
Planned condition subjects, already favored by the experimental condition, are able to capitalize upon their clear ideas and language and to make things easier by exploiting repetitions and replacements to create a natural buffer against time pressure.
“In contrast, the planned condition subjects, already favored by the experimental condition they received, are able to capitalize upon their clear ideas and language and to make things even easier by exploiting repetitions and replacements to create a natural buffer against time pressure.”
Quote in the paperNot a substantial claim - Interpretationreasoning§ DISCUSSION
Subjects required to wrestle with the complexity of the story in the Narrative task receive additional benefit from the structure that the detailed planning condition provides.
“Clearly, subjects required to wrestle with the complexity of the story to be told in the Narrative task receive additional benefit from the structure that the detailed planning condition provides.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
Subjects were operating under information-processing pressure, having to allocate attention to particular goals at the expense of other goals.
“More broadly, what seems to be happening here is that subjects were operating under some information-processing pressure: They had to allocate attention to particular goals at the expense of other goals.”
Quote in the paperSubstantial claim - Interpretationreasoning§ DISCUSSION
The combination of task type and planning condition provides scope for complexity to operate as a viable goal without compromising accuracy.
“This suggests that the combination of task type and planning condition provides scope for complexity to operate as a viable goal without compromising accuracy.”
Quote in the paperSubstantial claim - Premisecitation§ DISCUSSION
The evidence on the influence of planning on accuracy is mixed.
“First of all, we need to recall that the evidence on the influence of planning on accuracy is mixed.”
Quote in the paperNot a substantial claim0 of 3 sources checked - Interpretationreasoning§ DISCUSSION
Task selection and task implementation can lead to systematic and selective influences upon the nature of the ensuing proficiency.
“The implication, in other words, is that task selection and task implementation can lead to systematic and selective influences upon the nature of the ensuing proficiency.”
Quote in the paperSubstantial claim - Interpretationown data§ RESULTS
Some of the value of having planning time available is channeled into achieving more error-free language.
“It does appear, in other words, that some of the value of having planning time available is channeled into achieving more error-free language.”
Quote in the paperSubstantial claim - Premisereasoning§ DISCUSSION
The tasks in this study contrast with Crookes' tasks to some degree.
“The tasks in this study contrast with these to some degree.”
Quote in the paperNot a substantial claim
- Classified as probably not a substantial claim. 61
- May combine two claims. 52
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Communicational goalA focus on form is very important if language development is to occur.
“a focus on form (rather than a focus on forms, i.e., form in general rather than any form in particular) is very important if language development is to occur (Doughty, 1991)”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Doughty, 1991 source
The Saliency and Conclusion sections report that focus on form helped learners acquire English relativization. But the Comprehension and Rule Internalization section says both the meaning-oriented and rule-oriented treatments facilitated acquisition, so the paper does not establish that focus on form, rather than focus on forms, is necessary for language development. Page numbers are not available in the supplied passages. (LLM, conf=0.87)
Experimental — accuracy not yet measured
May combine two claims.
Findingown data§ RESULTSPauses and total silence achieved significance for all three tasks, with very high levels achieved for the Narrative and Decision tasks.
“The figures in Table 6 indicate that pauses and total silence achieved significance for all three tasks, with very high levels achieved for the Narrative and Decision tasks.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSThe detailed planners produced a level of accuracy greater than the no planning condition for the Personal and Decision tasks, but the no planning condition produced more accurate performance than detailed planning in the Narrative task.
“In addition, the detailed planners produced a level of accuracy that was greater than the no planning condition for the Personal and Decision tasks, but the no planning condition produced more accurate performance than detailed planning in the Narrative task.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ RESULTSNo significant differences were found for greater variety of present-tense usage, modals, or conditionals.
“No significant differences were found for greater variety of present-tense usage (i.e., forms other than the simple present), modals, or conditionals.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSThere are significant differences in the proportion of error-free clauses used under the different planning conditions, but these differences show a complex pattern.
“The central finding here is that there are significant differences in the proportion of error-free clauses that were used under the different planning conditions, but these differences show a complex pattern.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ Thames Valley UniversityThe relationship between planning and accuracy is more complex, with the most accurate performance produced by the less detailed planners.
“a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSFor complexity, the detailed planners always produced significantly greater complexity than the undetailed planners, who in turn outperformed the no planning group.
“The findings for complexity, in contrast, essentially supported Hypothesis 5 across the tasks, with the detailed planners always producing significantly greater complexity than the undetailed planners, who in turn outperformed the no planning group (with only the comparison for the no planners vs. the undetailed planners failing to reach significance).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSFor the Personal and Decision tasks, there was only an overall effect for planning versus no planning, with little difference between the two planning conditions.
“for the Personal and Decision tasks there was only an overall effect for planning versus no planning, the results showing little difference between the two planning conditions”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSFor the Decision task, the no planning condition was significantly different from the two planning conditions, but the two types of planning did not produce significantly different effects.
“The F ratio of 5.73 for the Decision task is significant at the .01level, with Duncan range tests demonstrating that the no planning condition was significantly different from the two planning conditions but that the two types of planning did not produce significantly different effects.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSThe syntactic variety results patterned similarly to the fluency measures, with little difference between the two planning conditions.
“The syntactic variety results, which provided only limited support for the more specific Hypothesis 3, patterned similarly to the fluency measures, with little difference between the two planning conditions.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ RESULTSDetailed planning produced significantly more subordination than undetailed planning, which in turn produced significantly more subordination than no planning.
“The results in Table 8 suggest a very strong effect for the planning condition: Detailed planning produced significantly more subordination than undetailed planning, which in turn produced significantly more subordination than no planning.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe Decision task's accuracy level is comparable to that obtained with the Personal task and above that obtained for the Narrative task.
“The accuracy level, it will be recalled, is comparable to that obtained with the Personal task (and above that obtained for the Narrative task).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe planning effect on fluency is monotonic for the Narrative task, but there is only a binary distinction for the other two tasks (detailed and undetailed conditions do not lead to different patterns of pausing and total silence).
“This effect is of a monotonic nature for the Narrative task, but there is only a binary distinction for the other two tasks (i.e., the detailed and undetailed conditions do not lead to different patterns of pausing and total silence).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONPlanning produces more repetitions/hesitations and replacements in the Decision task, rendering the discourse, in one sense, less fluent.
“Planning produces more of these, rendering the discourse, in one sense, less fluent.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSThe measures of syntactic variety were not strong and provide no clear support for Hypothesis 6.
“The measures of syntactic variety were not strong, in any sense, and provide no clear support for Hypothesis 6.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe changes in accuracy were least for the Narrative task, with even a reduction of accuracy level for the detailed versus the undetailed planners.
“It is relevant, in this respect, that the changes in accuracy were least for this task, with even a reduction of accuracy level for the detailed versus the undetailed planners.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingcitation§ DISCUSSIONConsistent with Crookes (1989), complexity became the preeminent goal under detailed planning, but accuracy suffered to some degree, reducing to a point midway between the undetailed and nonplanning conditions for the Personal task, below the no planning conditions for the Narrative task, and only slightly inferior to the undetailed planning for the Decision task.
“Consistent with Crookes (1989), complexity became the preeminent goal, but accuracy suffered to some degree, reducing to a point midway between the undetailed and nonplanning conditions for the Personal task, below the no planning conditions for the Narrative task, and only slightly inferior to the undetailed planning for the Decision task.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Crookes (1989) source
May combine two claims.
Findingown data§ DISCUSSIONThe Personal and Decision tasks lead on average error (proportions 0.70 and 0.69), whereas the Narrative task produces the lowest overall accuracy level (0.61).
“Here, the Personal and Decision tasks lead (average error proportions of 0.70 and 0.69, respectively), whereas the Narrative task produces the lowest overall accuracy level (0.61).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe least complex language is used with the Personal task (1.18 clauses per c-unit), the Decision task produces more complex language (1.32), and the Narrative task produces the most complex language of all (1.44).
“The least complex language is used with the Personal task (1.18 clauses per c-unit), the Decision task produces more complex language (1.32), and the Narrative task produces the most complex language of all (1.44).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ RESULTSHypothesis 5 is only supported to a limited degree and the results obtained reveal a more complex picture than was predicted.
“we have to conclude that Hypothesis 5 is only supported to a limited degree and that the results obtained reveal a more complex picture than was predicted.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe Decision task's complexity is higher than the Personal task, never as great as the Narrative task, and shows a more marked effect for planning.
“Complexity, in contrast, although never as great as the Narrative task, is higher than the Personal task and shows a more marked effect for planning.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThere is an accuracy effect in the present study, even though statistically it is not as strong as that for complexity or fluency.
“So it is already striking that there is an accuracy effect in the present study, even though statistically it is not as strong as that for complexity or fluency.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingcitation§ (Received 25 August 1995) NOTESThis pattern of results has been replicated in a subsequent study (Foster & Skehan, 1996).
“This pattern of results has been replicated in a subsequent study (Foster & Skehan, 1996).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Foster & Skehan, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Findingown data§ RESULTSThe fluency measures for the Personal task reduced by less than those for the Decision task and, most of all, the Narrative.
“The fluency measures for the Personal task reduced by less than do those for the Decision task and, most of all, the Narrative”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONThe Personal task generates a greater degree of accuracy without achieving much complexity.
“The Personal task generates a greater degree of accuracy without achieving much complexity.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ DISCUSSIONWith accuracy, the Personal task and the Decision task produce clear (and fairly similar) gains, whereas the degree of improvement for the Narrative task is less marked.
“With accuracy, the Personal task and the Decision task produce clear (and fairly similar) gains, whereas the degree of improvement for the Narrative task is less marked.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Interpretationnone given§ Communicational goalIf only base forms are used, there would seem to be little impetus for interlanguage change to occur through the use of more challenging forms.
“If only base forms are used, such as simple present or simple past tenses, there would seem to be little impetus for interlanguage change to occur through the use of more challenging forms.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationreasoning§ TasksThe Personal task should be easiest and most accessible to learners.
“This characterization suggests that the Personal task should be easiest and most accessible to learners”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ DesignThe data set, based on 31 subjects, is otherwise complete.
“The data set, based on 31 subjects, is otherwise complete.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationreasoning§ TasksThe Decision-Making task placed the heaviest cognitive load upon the subject and allowed the least attentional resources to be given to language form.
“This task was considered to place the heaviest cognitive load upon the subject and to allow the least attentional resources to be given to language form.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ TasksThe Narrative task is easier than the Decision task.
“On balance, then, the Narrative task is judged to be easier than the Decision task.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Communicational goalPosttask activities with a strong focus on form can have a beneficial effect on earlier task performance, provided that learners themselves make the connection between task completion and subsequent posttask activity.
“posttask activities with a strong focus on form can have a beneficial effect on (earlier) task performance itself, provided that learners themselves make the connection between task completion and subsequent posttask activity.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites J.Willis & Willis, 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ Communicational goalThe c-unit is a more sensitive measure for spoken language than the T-unit because it allows for ellipsis.
“The c-unit, defined by Brock (1986) as an independent utterance providing referential or pragmatic meaning, allows for ellipsis and is thus a more sensitive measure for the spoken language.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Brock (1986) source
Probably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationnone given§ Communicational goalError-free clauses generalize across a range of different specific forms and are not dependent on any one of them.
“Clauses would also generalize across a range of different specific forms and not be dependent on any one of them.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown data§ TasksThe choice of the three task types was based on an analysis of tasks commonly used in current English language teaching textbooks.
“The choice of these types was based on an analysis of tasks commonly used in current English language teaching textbooks.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationreasoning§ TasksThe Narrative and Decision tasks are similar to one another in that they provide relatively low familiarity but a high computational load.
“the Narrative and Decision tasks are similar to one another in that they provide relatively low familiarity but a high computational load.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Interpretationreasoning§ Communicational goalAccuracy concerns control at a particular interlanguage level.
“Accuracy, in contrast, concerns control at a particular interlanguage level.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data§ RESULTSThese comparisons do not attain significance in specific pairwise comparisons, but the trend in the results is clear.
“These comparisons do not attain significance in specific pairwise comparisons, but the trend in the results is clear.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Interpretationnone given§ Communicational goalComplexity emphasizes the organization of what is said and draws attention to progressively more elaborate language and greater variety of syntactic patterning.
“Complexity emphasizes the organization of what is said and draws attention to the progressively more elaborate language that may be used, as well as a greater variety of syntactic patterning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Interpretationreasoning§ Communicational goalAccuracy may not reflect complexity of language and may be the result of relatively simple, well-controlled forms being used to achieve a more target-like use of language.
“a measure of accuracy may not reflect complexity of language and may be the result of relatively simple, well-controlled forms being used to achieve a more target-like use of language.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Interpretationreasoning§ Communicational goalCrookes (1989) relied principally on specific measures, and this may have been a factor in the lack of significance reported.
“Crookes (1989) relied principally on specific measures (target-like use of the article system and of plural -s), and this may have been a factor in the lack of significance reported.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Crookes (1989) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationnone given§ Communicational goalFluency reflects the effectiveness of the planning process and the way propositions can be orchestrated into effective, ongoing discourse.
“Fluency also reflects the effectiveness of the planning process and the way propositions can be orchestrated into effective, ongoing discourse.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Interpretationreasoning§ Communicational goalAccuracy, as a reflection of a focus on form, may have a more conservative orientation, whereas complexity may capture a greater willingness to experiment and to take risks.
“accuracy, as a reflection of a focus on form, may have a more conservative orientation, whereas complexity may capture a greater willingness to experiment and to take risks.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).
Interpretationnone given§ Communicational goalComplexity is likely to reflect a willingness to engage in restructuring as more complex subsystems of language are developed.
“Complexity is likely to reflect a willingness, on the learner's part, to engage in restructuring as more complex subsys-terns of language are developed.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Premisecitation§ Thames Valley UniversityIn second language learning, the main competition for attentional resources is between meaning and form, with first priority generally being given to meaning.
“the main competition for attentional resources is between meaning and form, with first priority generally being given to meaning (VanPatten, 1990).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites VanPatten, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Study design and conductown data§ DesignIn each experimental group, half the subjects were randomly assigned the undetailed planning condition and half the detailed planning condition.
“The experimental groups were each divided into two, and in each case half the subjects were randomly assigned the undetailed planning condition and half the detailed planning condition (see Table 2).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S4 (based).
Interpretationreasoning§ Communicational goalError-free clauses should produce good intersubject variation.
“such a measure should produce good intersubject variation.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.
Premisecitation§ Communicational goalFluency reflects the primacy of meaning and the capacity to cope with real-time communication.
“Skehan (1992Skehan ( , 1996)), following Schmidt (1990), takes fluency to reflect the primacy of meaning and the capacity to cope with real-time communication.”
Quote in the paperNot a substantial claim0 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ RESULTSAny trend toward a practice effect on errors does not influence the conclusions to be drawn later.
“In any case, given the counterbalanced nature of the research design, any trend toward a practice effect on errors does not influence the conclusions to be drawn later.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: If there was a practice effect of consistent strength over the three visits of the study, the Personal Information Exchange task, always completed in the second week, would be affected to the same degree as the averaged performance on the other two tasks.
May combine two claims.
Premisecitation§ Communicational goalIn Crookes (1989), standard deviations for the measures reported tended to be higher for the planning groups for the complexity measures, suggesting that some subjects interpreted the planning instructions in different ways.
“the standard deviations for the measures reported tended to be higher for the planning groups for the complexity measures, suggesting that some subjects interpreted the planning instructions in different ways”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Crookes (1989) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ Communicational goalComplexity is likely to be associated with greater risk-taking to the extent that actual performances may be exploited to use forms closer to the cutting edge of interlanguage development.
“It is also likely to be associated with greater risktaking to the extent that actual performances may be exploited to use forms closer to the cutting edge of interlanguage development.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationreasoning§ TasksThe Decision-Making task was considered most likely to require the use of complex language.
“the process of trying to reach an agreement on a series of difficult questions was considered most likely to require the use of complex language.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationreasoning§ Communicational goalThe calculation of error-free clauses has merit as a measure of accuracy.
“the calculation of error-free clauses has merit”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationreasoning§ Communicational goalMeasures of syntactic variety (tense, aspect, voice, modality) reflect a capacity to draw upon a greater variety of language.
“one can also try to measure the range of syntactic forms used, as these reflect a capacity to draw upon a greater variety of language.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S4 (based).
Interpretationreasoning§ Thames Valley UniversityTransacting tasks will push forward interlanguage development because the demands that tasks make will engage the very processes that lead to acquisition.
“transacting tasks will push forward interlanguage development because the demands that tasks make will engage the very processes that lead to acquisition.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based).
Interpretationreasoning§ Communicational goalGeneral measures are likely to be more sensitive to differences in experimental conditions, detecting weaker effects because these are likely to be based on more variance.
“such measures are likely to be more sensitive to differences in experimental conditions, detecting weaker effects because these are likely to be based on more variance.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ DesignSubjects were protected from any special pressure that selection for recording might have had upon their performance.
“In this way, subjects were protected from any special pressure that selection for recording might have had upon their performance.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Interpretationreasoning§ Communicational goalComplexity connects with change and opportunities for development and growth in the interlanguage system.
“Complexity, in other words, connects with change and the opportunities for development and growth in the interlanguage system.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductreasoning§ DesignTo combat any practice effect, each of the controls and each of the experimental groups did the tasks in a different order.
“To combat any practice effect, each of the controls and each of the experimental groups did the tasks in a different order (see Table 3).”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Interpretationreasoning§ TasksThe Personal Information Exchange task required relatively simple linguistic forms to be used.
“the nature of the task would require relatively simple linguistic forms to be used.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Communicational goalFluency may prioritize lexicalized language and the way learners avoid rule-based, constructed language, instead preferring more idiom-based language to enable communication to proceed more smoothly.
“It may therefore prioritize lexicalized language (Ellis, 1987) and the way learners, during tasks, avoid rule-based, constructed language, instead preferring to use more idiom-based language (Sinclair, 1991) to enable communication to proceed more smoothly.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Ellis, 1987 source
- cites Sinclair, 1991
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisereasoning§ Thames Valley UniversityDecisions to attend to one area are usually made at the expense of attending to another.
“decisions to attend to one area are usually made at the expense of attending to another.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
Premisecitation§ Communicational goalEllis (1987) found that accuracy on the regular (rule-governed) form of the past tense declined according to lack of planned discourse being engaged, whereas performance on the irregular (lexical) past form was hardly affected by these conditions.
“Ellis (1987) found that accuracy on the regular (rule-governed) form of the past tense declined according to lack of planned discourse being engaged, whereas performance on the irregular (lexical) past form was hardly affected by these conditions.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Ellis (1987) source
Classified as probably not a substantial claim. May combine two claims.
Interpretationreasoning§ TasksThe Personal Information Exchange task required the least cognitive effort and allowed the greatest attention to language form.
“it was seen as requiring the least cognitive effort and allowing the greatest attention to language form.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Premisecitation§ Thames Valley UniversityAttention and noticing are central for second language development.
“attention and noticing are central for second language development”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Schmidt, 1990 source
- cites Schmidt, 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Communicational goalA focus on form makes noticing more likely and enables language teaching goals of accuracy and complexity to be pursued more effectively.
“such a focus makes noticing more likely and also enables language teaching goals of accuracy and complexity (Skehan, 1992) to be pursued more effectively.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Skehan, 1992
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Communicational goalCrookes (1989) reported that providing subjects with pretask planning time leads to greater complexity and variety of language but no significant increases in accuracy.
“Crookes (1989) reported a study in which providing subjects with pretask planning time leads to greater complexity and variety of language but no significant increases in accuracy.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Crookes (1989) source
Probably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationreasoning§ TasksThe Narrative task gave scope for more complex language but demanded greater cognitive effort, therefore allowing less attention to be devoted to form.
“It was seen as giving scope for more complex language but also demanding greater cognitive effort, therefore allowing less attention to be devoted to form.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationreasoning§ DISCUSSIONThe goals of complexity and accuracy compete for limited information processing resources, and what is achievable depends on the precise allocational decisions made.
“What seems to be happening is that the goals of complexity and accuracy compete for limited information processing resources and that what is achievable depends on the precise allocational decisions made.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ (Received 25 August 1995) NOTESWhen the lower level of his performance was noticed, his results were removed from the data set.
“When the lower level of his performance was noticed, his results were removed from the data set.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisereasoning§ CONCLUSIONMidtask manipulations may also influence the balance among the goals of fluency, complexity, and accuracy.
“The framework also suggests that midtask manipulations may also influence the balance among the goals of fluency, complexity, and accuracy.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductown data§ CONCLUSIONThese conclusions are based on just three tasks.
“But these conclusions are based on just three tasks.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ (Received 25 August 1995) NOTESOne subject had to be discarded when it was realized that the college had not applied its own selection policy to him.
“Subsequently, one subject had to be discarded when it was realized that the college had not applied its own selection policy to him.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisereasoning§ DISCUSSIONCrookes' tasks were devices for the transmission of neutral and arbitrary information.
“They were, quite simply, devices for the transmission of neutral and arbitrary information.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Crookes' (1989) source
Classified as probably not a substantial claim.
Interpretationreasoning§ DISCUSSIONThe use of repetitions and replacements indicates naturalness of discourse.
“But we interpret this finding to suggest naturalness of discourse, in that native speakers also engage in a greater use of such linguistic behaviors to enable them to cope with the problem of real-time.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ (Received 25 August 1995) NOTESPiloting reduced the risk of basing the research project on unpopular and unproductive tasks.
“In this way, the risk of basing the research project on unpopular and unproductive tasks was reduced.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisereasoning§ DISCUSSIONCrookes (1989) seemed to be testing for specific increases in accuracy, whereas the present study was more interested in detecting a more generalized accuracy effect.
“Crookes (1989) seemed to be testing for specific increases in accuracy, whereas we were more interested in detecting a more generalized accuracy effect.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Crookes (1989) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ DISCUSSIONA generally similar pattern of results is reported in Alvarez-Ossario (1994).
“A generally similar pattern of results is reported in Alvarez-Ossario (1994).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Alvarez-Ossario (1994)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Interpretationnone given§ (Received 25 August 1995) NOTESEven so, it must be borne in mind that the effect, in such a case, was on accuracy, not on complexity.
“Even so, it must be borne in mind that the effect, in such a case, was on accuracy, not on complexity.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Premisecitation§ DISCUSSIONCrookes (1989) looked for specific effects on a wide range of variables, whereas the present study used a more global measure based on all contributory influences on error and correctness.
“Crookes (1989) looked for specific effects on a wide range of variables, whereas the present study used a more global measure based on all contributory influences on error and correctness.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Crookes (1989) source
May combine two claims.
Premisenone given§ DISCUSSIONCrookes' (1989) tasks, such as a LEGO assembly, were classroom tasks and did not have much connection with the subjects' real lives.
“Crookes' (1989) tasks, for example, a LEGO assembly, were classroom tasks and did not have much connection with the subjects' real lives.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Crookes' (1989) source
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.
Interpretationreasoning§ (Received 25 August 1995) NOTESEven if there were an effect that has not been detected in the present study, the underlying cause may be task familiarity, or simply improvements in proficiency over time.
“In any case here, even if there were an effect that has not been detected in the present study, the underlying cause may be task familiarity, or simply improvements in proficiency over time.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ DISCUSSIONSubjects under the unplanned condition, who would benefit most from techniques to protect time for ongoing planning, are unable to exploit them.
“In other words, it may be that the subjects under the unplanned condition, who would benefit most from the use of techniques to protect time for ongoing planning, are unable to exploit them.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
Interpretationnone given§ (Received 25 August 1995) NOTESThe students were following courses of instruction, and it may be that this instruction was having an effect.
“The students were following courses of instruction, and it may be that this instruction was having an effect.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ DISCUSSIONThe use of a dependent variable such as error-free clauses is more sensitive to an overall accuracy effect.
“It may simply be, therefore, that the use of a dependent variable such as error-free clauses is more sensitive to an overall accuracy effect, a proposal perhaps consistent with the weaker finding in this area than for complexity.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationreasoning§ DISCUSSIONDetailed planning seemed to lead to a level of pressure too great for subjects to cope with all aspects of performance, with the result that prioritizing decisions had to be made.
“But the next condition, detailed planning, seemed to lead to a level of pressure too great for subjects to cope with all aspects of performance, with the result that prioritizing decisions had to be made.”
Quote in the paperSubstantial claimMay combine two claims.
Premisecitation§ DISCUSSIONCrookes (1989) reported a complexity effect, but no significant differences for accuracy.
“The most comparable study (Crookes, 1989) reported a complexity effect, but no significant differences for accuracy.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Crookes, 1989 source
May combine two claims.
Interpretationown data§ RESULTSThese results contrast with those of Crookes (1989) in that here planning is associated with a greater degree of accuracy, at least some of the time.
“First, these results contrast with those of Crookes (1989) in that here planning is associated with a greater degree of accuracy, at least some of the time.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Crookes (1989) source
May combine two claims.
Premisecitation§ CONCLUSIONMidtask and posttask activities are important.
“It also suggests that midtask and posttask activities are important.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ DISCUSSIONThe Narrative task is less effective at meeting the criterion of real-world connection.
“In passing, it should be noted that the Narrative task is less effective at meeting this criterion of real-world connection, as there is obviously an arbitrary, detached quality to producing an imaginary story based on a set of (relatively) unrelated photographs.”
Quote in the paperNot a substantial claimMay combine two claims.
Premisecitation§ DISCUSSIONEllis (1987) reported an effect of planning on accuracy, but the study focused on only one language form (the past tense) and its experimental conditions might be thought to favor accuracy.
“Although Ellis (1987) reported such an effect, it was for a study that focused on only one language form (the past tense, so that no complexity dimension was involved) and for which the experimental conditions (talking, alone, into a tape recorder) might be thought to favor accuracy.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ellis (1987) source
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationreasoning§ DISCUSSIONThe contrast in findings may be due to the nature of the measures used.
“First of all, the contrast in findings may be due to the nature of the measures used.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ (Received 25 August 1995) NOTESBefore the study proper began, candidate tasks were piloted at a neighboring college to determine for each of the three types which task was the most productive of language and the most enjoyable to do.
“Before the study proper began, a number ol candidate tasks were piloted at a neighboring college in order to determine for each of the three types which task was the most productive of language and the most enjoyable to do.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
If there was a practice effect of consistent strength over the three visits of the study, the Personal Information Exchange task, always completed in the second week, would be affected to the same degree as the averaged performance on the other two tasks.
“It was assumed that if there was a practice effect of consistent strength over the three visits of the study, the Personal Information Exchange task, always completed in the second week, would be affected to the same degree as the averaged performance on the other two tasks.”
The paper relies on this without support.
Attention is limited in capacity and its use to achieve one goal can reduce the capacity remaining for the achievement of other goals.
“The general perspective in this article is that attention is limited in capacity and that its use to achieve one goal can reduce the capacity remaining for the achievement of other goals.”
The paper relies on this without support.
The tasks were closely based on types commonly used in classrooms.
“This was unproblematic, as each of the tasks was closely based on types commonly used in classrooms.”
The paper relies on this without support.
The three tasks used are valid representatives of the Personal, Narrative, and Decision task types.
“These three tasks were chosen because they vary the importance of background knowledge and general familiarity, on the one hand, and inherent structure, on the other.”
The paper relies on this without support.
The measures of complexity, accuracy, and fluency used validly capture those constructs.
“the present study used a more global measure based on all contributory influences on error and correctness”
The paper relies on this without support.
The planning conditions (no planning, undetailed, detailed) successfully manipulated planning time and cognitive load as intended.
“detailed planning causes subjects to structure their subsequent task contributions in a more ambitious manner”
The paper relies on this without support.
The subjects' reactions (Narrative task most difficult) reflect actual cognitive difficulty.
“a proposal consistent with the reactions of the subjects, who thought the Narrative task most difficult but produced the most complex language while doing it”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction.
“The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction (Doughty & Pica 1986;Foster & Skehan 1996;Ellis 2003;Pica et al. 2006;Gilabert, Barón & Llanes 2009).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Foster & Skehan 1996
The task-analysis discussion (section labeled “Thames Valley University”; page unavailable) says that task design can affect negotiation of meaning and other features of conversational interaction. The Tasks section describes learners exchanging information in dyads, but the available passages do not specifically establish that how information is distributed among learners, or how they are required to exchange it, affects interaction. (LLM, conf=0.78)
Experimental — accuracy not yet measuredThe choice to use accuracy as a reflection of focus on form might have been too conservative to get a full insight into the effects of task repetition.
“Second, our choice to use 'accuracy as a reflection to focus on form' (Foster & Skehan, 1996, p. 280) might have been too conservative to get a full insight into the effects of task repetition.”
From Focus on form through task repetition in TBLT (2016) · cites this paper as Foster & Skehan, 1996
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The Lexical Syllabus: A New Approach to Language Teaching
Willis, D. (1990) · Virtual Defense Library (Ministerio de Defensa) · Cited by 152 · see citing works
Trouble-shooting in Interaction with Learners: the more the merrier?
Aston, G. (1986) · Applied Linguistics · doi:10.1093/applin/7.2.128 · Cited by 127 · see citing works
ATTENDING TO CONTENT AND FORM IN THE INPUT: AN EXPERIMENT IN CONSCIOUSNESS
VanPatten, B. (1990) · Cited by 121 · see citing works
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Investigating Second Language Task Complexity
Robinson, P., Ting, S. C.-C., & Urwin, J. (1995) · RELC Journal · doi:10.1177/003368829502600204 · Cited by 67 · see citing works
Strategies for Second-Language Acquisition
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Cited by
Sorted by citations
Vocabulary in Language Teaching
Schmitt, N., & Schmitt, D. (2020) · TESOL Quarterly · doi:10.2307/3588334 · Cited by 202 · see citing works
Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis
Skehan, P. (2009) · Applied Linguistics · doi:10.1093/applin/amp047 · Cited by 1,161 · see citing works
Self-citationAutomatic analysis of syntactic complexity in second language writing
Lu, X. (2010) · International Journal of Corpus Linguistics · doi:10.1075/ijcl.15.4.02lu · Cited by 1,053 · see citing works
“Syntactic complexity is manifest in second language writing in terms of how varied and sophisticated the production units or grammatical structures are (Foster & Skehan 1996, Ortega 2003, Wolfe-Quintero et al. 1998).”
BackgroundCollaborative writing: Product, process, and students’ reflections
Storch, N. (2005) · Journal of Second Language Writing · doi:10.1016/j.jslw.2005.05.002 · Cited by 1,052 · see citing works
“Foster and Skehan (1999), based on their previous research, conclude that this is a reliable measure, correlating well with other measures of complexity.”
BackgroundTask‐based language teaching: sorting out the misunderstandings
Ellis, R. (2009) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00231.x · Cited by 1,031 · see citing works
“Foster and Skehan (1996), and others, have also shown that implementation variables such as planning also influence the way a task is performed in predictable ways.”
BackgroundVocabulary in Language Teaching
Schmitt, N., & Schmitt, D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108569057 · Cited by 932 · see citing works
Task type and task processing conditions as influences on foreign language performance
Skehan, P., & Foster, P. (1997) · Language Teaching Research · doi:10.1177/136216889700100302 · Cited by 723 · see citing works
“In addition, Foster and Skehan (1996) found that providing subjects with guidance for pre-task planning was associated with greater complexity of language during the task, while unguided planning favoured accuracy.”
BackgroundMethodResultInfluentialSelf-citationPrinciples of instructed language learning
Ellis, R. (2005) · System · doi:10.1016/j.system.2004.12.006 · Cited by 682 · see citing works
Exploring measures and perceptions of fluency in the speech of second language learners
Kormos, J., & Dénes (2004) · System · doi:10.1016/j.system.2004.01.001 · Cited by 679 · see citing works
“students' output in a reliable manner (see Bygate, 1999; Foster, and Skehan, 1996; Skehan and Foster,”
MethodLanguage Testing and Validation
Weir, C. J. (2005) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230514577 · Cited by 1,005 · see citing works
Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research
Derwing, T. M., & Munro, M. J. (2015) · Language Learning & Language Teaching · doi:10.1075/lllt.42 · Cited by 656 · see citing works
The role of individual and social variables in oral task performance
Dörnyei, Z., & Kormos, J. (2000) · Language Teaching Research · doi:10.1177/136216880000400305 · Cited by 562 · see citing works
“…in language learning tasks as basic conceptual units to analyse learning behaviours that lead to second language (L2) acquisition (e.g. Bygate, 1996, 1999; Candlin and Murphy, 1987; Crookes and Gass, 1993a, 1993b; Foster, 1998; Foster and Skehan, 1996; Long and © Arnold 2000 1362–1688(00)LR071.”
BackgroundFreed, B. F., Segalowitz, N. S., & Dewey, D. P. (2004) · Studies in Second Language Acquisition · doi:10.1017/s0272263104262064 · Cited by 549 · see citing works
“The notion of fluency, applied to both first language ~L1! and L2 use, is one of those topics about which there are many eagerly and enthusiastically expressed opinions+ For example, an informal survey, in which first-year undergraduate students in a course on language and society were asked to define the term “fluenc…”
BackgroundPair versus individual writing: Effects on fluency, complexity and accuracy
Wigglesworth, G., & Storch, N. (2009) · Language Testing · doi:10.1177/0265532209104670 · Cited by 475 · see citing works
“Complexity was measured through proportion of clauses to T units, which Foster and Skehan (1996), based on their previous research, conclude is a reliable measure, correlating well with other measures of complexity.”
MethodLanguage Testing and Validation: An Evidence-Based Approach
Weir, C. J. (2004) · Cited by 463 · see citing works
Discourse Functions and Syntactic Complexity in Synchronous and Asynchronous Communication
Sotillo, S. M. (2000) · Language learning & technology · Cited by 460 · see citing works
Assessed Levels of Second Language Speaking Proficiency: How Distinct?
Iwashita, N., Brown, A., McNamara, T. F., & O'Hagan, S. (2007) · Applied Linguistics · doi:10.1093/applin/amm017 · Cited by 411 · see citing works
“In the studies of global accuracy reported in Foster and Skehan (1996) and Skehan and Foster (1999), no inter-coder reliability measures were reported.”
BackgroundInfluentialAttention and Memory during SLA
Robinson, P. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch19 · Cited by 402 · see citing works
Second Language Fluency: Judgments on Different Tasks
Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I. (2004) · Language Learning · doi:10.1111/j.1467-9922.2004.00282.x · Cited by 388 · see citing works
“This finding is similar to that of Foster and Skehan (1996), who found, in comparing three oral tasks in an unplanned condition, that a picture narrative contained more silence than either a personal information exchange task or a collaborative decision-making task.”
BackgroundResultInfluentialInteraction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · see citing works
“The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction (Doughty & Pica 1986; Foster & Skehan 1996; Ellis 2003; Pica et al. 2006; Gilabert, Barón & Llanes 2009).”
BackgroundTask Design and Second Language Performance: The Effect of Narrative Type on Learner Output
Tavakoli, P., & Foster, P. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00446.x · Cited by 364 · see citing works
“Two studies (Foster & Skehan, 1996; Skehan & Foster, 1997) explored the extent to which cognitive complexity, operationalized as familiar and unfamiliar task content, would impact on task performance.”
BackgroundMethodResultInfluentialSelf-citationTHE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING
Ellis, R., & Yuan, F. (2004) · Studies in Second Language Acquisition · doi:10.1017/s0272263104026130 · Cited by 367 · see citing works
“We first consider the results for the independent variables and then consider the three research questions+We also examine differences between the results for the effects of planning on written narratives with the parallel results obtained for oral narratives, as reported by Yuan and Ellis ~2003!+ To facilitate this d…”
BackgroundMethodResultInfluentialTask-Based Language Teaching: Theory and Practice
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · doi:10.1017/9781108643689 · Cited by 407 · see citing works
Self-citationA Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development
Derwing, T. M., Munro, M. J., & Thomson, R. I. (2007) · Applied Linguistics · doi:10.1093/applin/amm041 · Cited by 339 · see citing works
Ahmadian, M. J., & Tavakoli, M. (2011) · Language Teaching Research · doi:10.1177/1362168810383329 · Cited by 334 · see citing works
“For example, Foster and Skehan (1996) have argued that the trade-off is between accuracy and complexity.”
BackgroundThe influence of source of planning and focus of planning on task-based performance
Foster, P., & Skehan, P. (1999) · Language Teaching Research · doi:10.1191/136216899672186140 · Cited by 342 · see citing works
“But, interestingly, Foster and Skehan (1996) report conflicting results for accuracy to those of Crookes.”
BackgroundMethodResultInfluentialSelf-citationDECONSTRUCTING COMPREHENSIBILITY
Isaacs, T., & Trofimovich, P. (2012) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000150 · Cited by 325 · see citing works
“For example, Fulcher ( 1996 ) used grounded theory to generate a thick description of L2 fl uency at different ability levels.”
MethodAPTITUDE AND SECOND LANGUAGE ACQUISITION
Robinson, P. (2005) · Annual Review of Applied Linguistics · doi:10.1017/s0267190505000036 · Cited by 280 · see citing works
“…and complexity of L2 production, and also on the amount of interaction, and uptake from task relevant input (see e.g., Bygate, 2001; R. Ellis, 2004; Foster & Skehan, 1996; Hardy & Moore, 2004; Ortega, 1999; Rahimpour, 1999; Robinson, 1995a, 2001a, 2003b; Robinson, Ting & Urwin, 1995; Skehan, 1998,…”
BackgroundIDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT
McDonough, K. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050047 · Cited by 301 · see citing works
“…such as during collaborative language production tasks ~Fotos, 1993; Kowal & Swain, 1994; Storch, 2001; Swain, 1998!, tasks that include planning time ~Foster & Skehan, 1996! or posttask activities ~Skehan & Foster, 1997!, and interaction with negative feedback ~Linnell, 1995; Nobuyoshi &…”
BackgroundOng, J., & Zhang, L. J. (2010) · Journal of Second Language Writing · doi:10.1016/j.jslw.2010.10.003 · Cited by 282 · see citing works
Crossley, S. A., & McNamara, D. S. (2014) · Journal of Second Language Writing · doi:10.1016/j.jslw.2014.09.006 · Cited by 278 · see citing works
“The basic premise underlying such examinations is that syntactic complexity can be used to directly measure L2 learner proficiency (Foster & Skehan, 1996; Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998).”
BackgroundTask-based language teaching theory and practice
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020) · Cited by 284 · see citing works
Self-citationPosition paper: Moving task-based language teaching forward
Ellis, R. (2017) · Language Teaching · doi:10.1017/s0261444817000179 · Cited by 267 · see citing works
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT
Sato, M., & Lyster, R. (2012) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000356 · Cited by 215 · see citing works
Exploring the benefits of task repetition and recycling for classroom language learning
Lynch, T., & Maclean, J. (2000) · Language Teaching Research · doi:10.1177/136216880000400303 · Cited by 260 · see citing works
“Where time has been investigated, it has been the time available to learners at the pre-task stage, e.g. as time for planning or rehearsal (for example Ellis, 1987; Crookes, 1989; Foster and Skehan, 1996) rather than time allowed during the task itself.”
Backgroundde Jong, N., & Perfetti, C. A. (2011) · Language Learning · doi:10.1111/j.1467-9922.2010.00620.x · Cited by 250 · see citing works
“Both pre-task planning (Foster & Skehan, 1996; Mehnert, 1998; Yuan & Ellis, 2003) and task repetition (Bygate, 2001; Bygate & Samuda, 2005; Lynch & Maclean, 2000, 2001) support fluency by freeing up attentional resources.”
BackgroundThe effect of instruction and feedback in the development of pragmatic competence
Koike, D. A., & Pearson, L. (2005) · System · doi:10.1016/j.system.2005.06.008 · Cited by 248 · see citing works
Johnson, M. D. (2017) · Journal of Second Language Writing · doi:10.1016/j.jslw.2017.06.001 · Cited by 251 · see citing works
de la Fuente, M. J. (2006) · Language Teaching Research · doi:10.1191/1362168806lr196oa · Cited by 240 · see citing works
“According to Foster and Skehan (1996) and Skehan and Foster (1997; 1999), structured tasks that revolve around familiar information lead to both greater fluency and accuracy.”
BackgroundInfluentialRobinson, P. J. (2001) · Second language Research · doi:10.1177/026765830101700405 · Cited by 236 · see citing works
“…from pursuing the issue, and I argue that it is similarly susceptible to empirical investigation in the domain of SLA. tasks (see Long, 1989; Foster and Skehan, 1996; Niwa, 2000; Robinson, 2001a; 2001b); and • conditions specified pedagogically and delivered methodologically in classroom…”
BackgroundTask Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study
Révész, A. (2011) · Modern Language Journal · doi:10.1111/j.1540-4781.2011.01241.x · Cited by 236 · see citing works
Iwashita, N., McNamara, T. F., & Elder, C. (2001) · Language Learning · doi:10.1111/0023-8333.00160 · Cited by 231 · see citing works
“The measures used in Skehan and Foster (1999) and Foster and Skehan (1996), with minor modifications, were adopted in analyzing the test discourse.”
MethodResultInfluentialSaito, K., Trofimovich, P., & Isaacs, T. (2015) · Applied Psycholinguistics · doi:10.1017/s0142716414000502 · Cited by 224 · see citing works
“Thus, longer speech samples may be needed (cf. 3 min in Lu, 2012; and 5 min in Foster & Skehan, 1996; and Yuan & Ellis, 2003) in order to obtain a more refined picture of lexical, grammatical, and temporal correlates of comprehensibility and accentedness.”
BackgroundThe effects of task complexity on learner–learner interaction
Kim, Y. (2009) · System · doi:10.1016/j.system.2009.02.003 · Cited by 213 · see citing works
Mochizuki, N., & Ortega, L. (2008) · Language Teaching Research · doi:10.1177/1362168807084492 · Cited by 214 · see citing works
“This finding supports Sangarun’s (2005) findings and conflicts with the null accuracy effects reported for guided planning by Foster and Skehan (1996) and the lack of a difference between the language and content focus found by Foster and Skehan (1999). The difference may in part be explained by the fact that the oper…”
ResultInfluentialTeachers Exploring Tasks in English Language Teaching
Edwards, C., & Willis, J. R. (2005) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230522961 · Cited by 209 · see citing works
“● the robbery task should achieve the same goals, as the students are more familiar with describing people than describing location (Foster and Skehan, 1996).”
BackgroundEffect of the presence and difficulty of task on strategy use: An exploratory study
Oxford, R. L., Cho, Y., Leung, S., & Kim, H.-J. (2004) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2004.001 · Cited by 210 · see citing works
Exploring multiple profiles of highly rated learner compositions
Jarvis, S., Grant, L., Bikowski, D., & Ferris, D. R. (2003) · Journal of Second Language Writing · doi:10.1016/j.jslw.2003.09.001 · Cited by 207 · see citing works
Effects of manipulating task complexity on self-repairs during L2 oral production
Gilabert, R. (2007) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2007.010 · Cited by 205 · see citing works
Kim, Y., & Tracy-Ventura, N. (2013) · System · doi:10.1016/j.system.2013.08.005 · Cited by 199 · see citing works
The Methodology of Task-Based Teaching
Ellis, R. (2002) · Kansai University Institutional Repository (Kansai University) · Cited by 195 · see citing works
Perceptions of L2 Fluency by Native and Non-native Speakers of English
Rossiter, M. J. (2009) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.65.3.395 · Cited by 192 · see citing works
“…above), from studies of the effects of particular task types and task structures on speaking fluency (e.g., Bygate, 1996; Ejzenberg, 1992; Ellis, 2003; Foster & Skehan, 1996; Nation, 1989; Skehan & Foster, 1999), and from advances in corpusbased research (e.g., O’Keefe, McCarthy, & Carter, 2007).”
BackgroundLambert, C., & Zhang, G. Q. (2019) · Modern Language Journal · doi:10.1111/modl.12560 · Cited by 196 · see citing works
Foster, P., & Tavakoli, P. (2009) · Language Learning · doi:10.1111/j.1467-9922.2009.00528.x · Cited by 186 · see citing works
Self-citationAn investigation into current measures of linguistic accuracy in second language writing research
Polio, C. G., & Shea, M. C. (2014) · Journal of Second Language Writing · doi:10.1016/j.jslw.2014.09.003 · Cited by 186 · see citing works
A framework for second language vocabulary assessment
Read, J., & Chapelle, C. A. (2001) · Language Testing · doi:10.1177/026553220101800101 · Cited by 183 · see citing works
“A third perspective is represented by the work of Skehan and his associates (Skehan, 1996, 1998; Foster and Skehan, 1996), which did not set out to investigate vocabulary as such.”
BackgroundAlexopoulou, T., Michel, M. C., Murakami, A., & Meurers, D. (2017) · Language Learning · doi:10.1111/lang.12232 · Cited by 179 · see citing works
“In addition to task complexity, task type (e.g., narrative, argumentative) has been shown to impact in particular on linguistic complexity (Foster and Skehan, 1996; Vyatkina, 2012; Yoon and Polio, 2016; Bouwer et al., 2015; Lu, 2011).”
BackgroundThe role of task complexity, modality, and aptitude in narrative task performance
Kormos, J., & Trebits, A. (2012) · Language Learning · doi:10.1111/j.1467-9922.2012.00695.x · Cited by 173 · see citing works
“…accuracy, complexity and fluency measures have been widely used in task-based research and have proven to reflect the characteristics of accuracy and grammatical complexity of students' output in a reliable manner (see Bygate, 1999; Robinson, 1995; Foster & Skehan, 1996; Skehan & Foster, 1997).”
BackgroundMethodBygate, M. (1999) · Language Teaching Research · doi:10.1177/136216889900300302 · Cited by 178 · see citing works
“One direction has been to explore the extent to which tasks and task conditions can affect the way learners process the target language (Foster and Skehan, 1996; Skehan and Foster, 1997; Mehnert, 1998; Robinson, 1995).”
BackgroundAwareness, different learning conditions, and second language development
Rosa, E. M., & Leow, R. P. (2004) · Applied Psycholinguistics · doi:10.1017/s0142716404001134 · Cited by 168 · see citing works
“…provision of immediate feedback intrinsic to the task (±feedback, further manipulated with + explicit or + implicit; Loschky & Bley–Vroman, 1993), and presence of a pretask consisting of explicit information on the target grammatical structure (±explicit pretask; e.g., Foster & Skehan, 1996).”
BackgroundJohnson, M. D., Mercado, L. A., & Acevedo, A. (2012) · Journal of Second Language Writing · doi:10.1016/j.jslw.2012.05.011 · Cited by 168 · see citing works
Brown, A., Iwashita, N., & McNamara, T. F. (2005) · ETS Research Report Series · doi:10.1002/j.2333-8504.2005.tb01982.x · Cited by 166 · see citing works
“…reported measures of grammatical accuracy of learner speech in terms of either: • global accuracy (i.e., identifying any and all types of error; e.g., Foster & Skehan, 1996; Skehan & Foster, 1999) • specific types of errors (e.g., Ortega, 1999; Robinson, 1995; Wigglesworth, 1997) The…”
BackgroundInfluentialWang, Z. (2014) · Task-Based Language Teaching · doi:10.1075/tblt.5.02wan · Cited by 164 · see citing works
Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy
Skehan, P. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000100 · Cited by 162 · see citing works
“It was first proposed, post hoc, after Foster and Skehan (1996) and Skehan and Foster (1997), where its presence was inferred after performances on certain tasks showed greater accuracy and fluency.”
BackgroundMethodInfluentialSelf-citationPhase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective
Baba, K., & Nitta, R. (2013) · Language Learning · doi:10.1111/lang.12033 · Cited by 160 · see citing works
Creativity and Narrative Task Performance: An Exploratory Study
Albert, Á., & Kormos, J. (2004) · Language Learning · doi:10.1111/j.1467-9922.2004.00256.x · Cited by 161 · see citing works
Task Difficulty in Oral Speech Act Production
Taguchi, N. (2007) · Applied Linguistics · doi:10.1093/applin/aml051 · Cited by 162 · see citing works
Markee, N. P., & Kunitz, S. (2013) · Language Learning · doi:10.1111/lang.12019 · Cited by 155 · see citing works
Effects of Pretask Modeling on Attention to Form and Question Development
Kim, Y. (2012) · TESOL Quarterly · doi:10.1002/tesq.52 · Cited by 152 · see citing works
Zones of Interactional Transition in ESL Classes
Markee, N. P. (2004) · Modern Language Journal · doi:10.1111/j.0026-7902.2004.t01-20-.x · Cited by 147 · see citing works
Effects of task repetition on learners’ attention orientation in L2 oral production
Fukuta, J. (2016) · Language Teaching Research · doi:10.1177/1362168815570142 · Cited by 147 · see citing works
“The priorities are considered to be manipulable by repetition, pre-task planning, and manipulating the task takers’ familiarity and strength of tasks’ story line (e.g. Bygate, 1996, 1999; Foster & Skehan, 1996; Skehan, 1998; Skehan & Foster, 1999; Tavakoli & Foster, 2008).”
BackgroundMethodLearner acquaintanceship and oral proficiency test pair-task performance
O’Sullivan, B. (2002) · Language Testing · doi:10.1191/0265532202lt205oa · Cited by 147 · see citing works
“There have been a number of studies which have shown that the grammar of a learner’s interlanguage varies under different task conditions (Shohamy, 1983; Foster and Skehan, 1996; Mehnert, 1998; Ortega, 1999).”
BackgroundMethodEllis, R. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001058 · Cited by 145 · see citing works
“There is now, for example, a very substantial body of research on tasks in SLA (e.g., Berwick, 1990; Crookes & Rulon, 1985; Foster & Skehan, 1996; Pica & Doughty, 1985).”
BackgroundTorky, S. A. E. F. (2006) · Cited by 136 · see citing works
Foster, P., & Skehan, P. (2013) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.69.3.249 · Cited by 136 · see citing works
“Tasks In previous research (Foster & Skehan, 1996; Skehan & Foster, 1997, 1999), it became clear that narrative tasks were the most difficult tasks with which to demonstrate experimental effects.”
BackgroundInfluentialSelf-citationAhmadian, M. J. (2011) · Language Teaching Research · doi:10.1177/1362168811425433 · Cited by 134 · see citing works
“For example, whereas Foster and Skehan (1996) have argued that the trade-off is between accuracy and complexity, Wendel (1997) has proposed that the trade-off involves fluency and accuracy, with online planning enhancing accuracy and pre-task planning assisting fluency.”
Backgroundden Branden, K. V. (2009) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00241.x · Cited by 133 · see citing works
Capturing Accuracy in Second Language Performance: The Case for a Weighted Clause Ratio
Foster, P., & Wigglesworth, G. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000082 · Cited by 134 · see citing works
“The communication unit, or c-unit (Loban, 1966), was designed specifically to cope with fragmentary oral data and is widely used (e.g., Foster & Skehan, 1996; Lin & Hedgcock, 1996) in spite of being rather vaguely defined.”
MethodSelf-citationRepeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy
Thai, C., & Boers, F. (2016) · TESOL Quarterly · doi:10.1002/tesq.232 · Cited by 131 · see citing works
Chapter 4. Self-reported planning behaviour and second language performance in narrative retelling
Pang, F. S., & Skehan, P. (2014) · Task-based language teaching · doi:10.1075/tblt.5.04pan · Cited by 129 · see citing works
Self-citationA multifaceted approach to investigating pre-task planning effects on paired oral test performance
Nitta, R., & Nakatsuhara, F. (2014) · Language Testing · doi:10.1177/0265532213514401 · Cited by 128 · see citing works
“Under these cognitive principles, task-based researchers have investigated how methods of pre-task planning influence oral performance (e.g., different lengths of planning time in Mehnert, 1998; unguided/guided planning in Foster & Skehan, 1996).”
BackgroundMethodThe Cambridge Handbook of Task-Based Language Teaching
Nuzzo, E., & Velásquez, D. C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327 · Cited by 131 · see citing works
Dörnyei, Z. (2019) · Task-based language teaching · doi:10.1075/tblt.13.04dor · Cited by 124 · see citing works
“…the significance of the language learning task as the basic conceptual unit to analyse learning behaviours, student performance and the ensuing L2 acquisition (e.g., Bygate, 1999; Crookes & Gass, 1993a, 1993b; Foster, 1998; Foster & Skehan, 1996; Skehan, 1998a, 1998b; Skehan & Foster, 1997, 1999).”
BackgroundGalante, A., & Thomson, R. I. (2016) · TESOL Quarterly · doi:10.1002/tesq.290 · Cited by 126 · see citing works
“Foster and Skehan (1996) found that a picture narrative task contained more silence and pauses than a personal information exchange task or a collaborative decision-making task.”
BackgroundTasks, design, and the architecture of pedagogical spaces
Samuda, V. (2015) · Task-based language teaching · doi:10.1075/tblt.8.10sam · Cited by 123 · see citing works
Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?
Elder, C., Iwashita, N., & McNamara, T. F. (2002) · Language Testing · doi:10.1191/0265532202lt235oa · Cited by 123 · see citing works
“Skehan and his colleagues (e.g., Foster and Skehan, 1996; Skehan and Foster, 1997; 1999) have proposed that more complex tasks direct learners’ attention to context and divert attention away from form.”
BackgroundThe Role of Cognitive and Affective Factors in Measures of L2 Writing
Zabihi, R. (2018) · Written Communication · doi:10.1177/0741088317735836 · Cited by 124 · see citing works
“Therefore, following Foster and Skehan (1996), writing complexity was measured in this study by counting the number of subordinate clauses to T-units.”
MethodOral Fluency: The Neglected Component in the Communicative Language Classroom
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.66.4.583 · Cited by 118 · see citing works
“…(to raise awareness of fluency features, [e.g., Boers, Eyckmans, Kappel, Stengers, & Demecheleer, 2006]); the provision of pre-task planning time (Foster & Skehan, 1996, 1999; Mehnert, 1998; Skehan & Foster, 2005; Tavakoli & Skehan, 2005; Yuan & Ellis, 2003); the imposition of time constraints…”
Investigating L2 Performance in Text Chat
Sauro, S., & Smith, B. (2010) · Applied Linguistics · doi:10.1093/applin/amq007 · Cited by 117 · see citing works
Task complexity effects on the complexity and accuracy of writing via text chat
Adams, R., Alwi, N. A. N. M., & Newton, J. (2015) · Journal of Second Language Writing · doi:10.1016/j.jslw.2015.06.002 · Cited by 56 · see citing works
Linguistic characteristics of ESL writing in task-based e-mail activities
Li, Y. (2000) · System · doi:10.1016/s0346-251x(00)00009-9 · Cited by 114 · see citing works
Data Collection in SLA Research
Chaudron, C. (2003) · Wiley eBooks · doi:10.1002/9780470756492.ch22 · Cited by 117 · see citing works
Using observation checklists to validate speaking-test tasks
O’Sullivan, B., Weir, C. J., & Saville, N. (2002) · Language Testing · doi:10.1191/0265532202lt219oa · Cited by 114 · see citing works
“· Task performance (method effect): where aspects of the task are systematically manipulated; e.g., planning time, pre- or post-task operations, etc. (Foster and Skehan, 1996; 1999; Wigglesworth, 1997; Mehnert, 1998; Ortega, 1999; Upshur and Turner, 1999).”
The Role of Peer Support in ESL Students' Accomplishment of Oral Academic Tasks
Kobayashi, M. (2003) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.59.3.337 · Cited by 113 · see citing works
The impact of planning time on children’s task-based interactions
Philp, J., Oliver, R., & Mackey, A. (2006) · System · doi:10.1016/j.system.2006.08.004 · Cited by 107 · see citing works
“Of course, it is always possible that different kinds of planning would have a different impact on fluency as noted by Foster and Skehan (1996) .”
BackgroundInfluentialNeumann, H. B., & McDonough, K. (2014) · Journal of Second Language Writing · doi:10.1016/j.jslw.2014.09.009 · Cited by 113 · see citing works
The Effects of Mode and Task Complexity on Second Language Production
Vasylets, O., Gilabert, R., & Manchón, R. M. (2017) · Language Learning · doi:10.1111/lang.12228 · Cited by 108 · see citing works
The Effects of Different Lengths of Pretask Planning Time on L2 Learners' Oral Test Performance
Li, L., Chen, J., & Lan, S. (2014) · TESOL Quarterly · doi:10.1002/tesq.159 · Cited by 107 · see citing works
Spacing effects on repeated L2 task performance
Bui, G., Ahmadian, M. J., & Hunter, A.-M. (2019) · System · doi:10.1016/j.system.2018.12.006 · Cited by 106 · see citing works
- Authors
- Foster, P., & Skehan, P.
- Affiliations
- University of West London (GB)
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1996-09
- Volume
- 18
- Issue
- 3
- Pages
- 299-323
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2001528051
- Cited by
- 1,147
- References
- 30
- Citations by year
- 2026: 24 · 2025: 60 · 2024: 30 · 2023: 45 · 2022: 69 · 2021: 77 · 2020: 99 · 2019: 80 · 2018: 52 · 2017: 57 · 2016: 62 · 2015: 80 · 2014: 60 · 2013: 53 · 2012: 50
- FWCI
- 28.22
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Funders
- Economic and Social Research Council
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- task-based language teaching, task planning, second language performance, fluency, complexity, accuracy, task type, narrative task, decision-making tasks
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