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Cited by 214EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization

Mochizuki, Naoko, Ortega, Lourdes·2008·Language Teaching Research
DOI 10.1177/1362168807084492
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Abstract

This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three conditions: without any prior planning ( n = 17), after 5 minutes of unguided planning ( n = 20), or after 5 minutes of planning with guidance in the form of a grammar handout about English relative clauses ( n = 19). The resulting narratives were analyzed for task essentialness, amount and quality of use of relativization, and global complexity and fluency. It was found that the guided planning group produced more and more accurate relative clauses in their narratives than the other two groups, to both statistically significant and large degrees, while at the same time exhibiting global levels of complexity and fluency that were similar to those of the other two groups. The results show that guided planning can succeed in creating favorable conditions for striking a pedagogical balance between communication and grammar, even with high school learners at incipient levels of proficiency and under conditions that are typical of many foreign language contexts.

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Crossref · 10.1177/1362168807084492

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  • Mochizuki and Ortega (2008) found that a group given a hand-out with explicit information about English relative clauses produced more than twice as many relative clauses in a focused task as a group without the hand-out, with no difference between groups in global complexity and fluency.

    “Mochizuki and Ortega (2008) reported that a group that received a hand-out providing explicit information about English relative clauses produced more than twice as many relative clauses when they performed the focused task than a group that did not receive the hand-out but that there was no difference in the global complexity and fluency of the production of the two groups.”

    From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Mochizuki and Ortega (2008)

  • In one study of guided planning where learners were asked to focus their planning on a single grammatical structure, fluency did not benefit.

    “Interestingly, however, in one study of guided planning where learners were asked to focus their planning on a single grammatical structure (Mochizuki & Ortega, 2008), fluency did not benefit.”

    From Focus on form: A critical review (2016) · cites this paper as Mochizuki & Ortega, 2008

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Authors
Mochizuki, N., & Ortega, L.
Affiliations
  • Tokyo Metropolitan Koishikawa Secondary Education School (JP)
  • University of Hawaiʻi at Mānoa (US)
Corresponding author
Ortega, Lourdes
ORCID
Venue
Language Teaching Research
Publisher
SAGE Publications
Published
2008-01
Volume
12
Issue
1
Pages
11-37
ISSN
  • 1362-1688 (ISSN-L)
  • 1477-0954
DOI
10.1177/1362168807084492
OpenAlex
W2071160419
Cited by
214
References
3
Citations by year
2026: 6 · 2025: 22 · 2024: 4 · 2023: 10 · 2022: 9 · 2021: 11 · 2020: 9 · 2019: 36 · 2018: 9 · 2017: 9 · 2016: 8 · 2015: 13 · 2014: 28 · 2013: 6 · 2012: 13
FWCI
69.71
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Language Teaching Research (publishedVersion)
Funders
University of Hawai'i
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
pre-task planning, grammatical guidance, relative clauses, relativization, narrative complexity, fluency, English as a foreign language

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