The effects of pre-task planning on fluency, complexity and accuracy in L2 oral narrative tasks.

• Other Authors: Mok, Joyce Mee Luen.
• Format: Others
• Language: English; Chinese
• Published: 2007
• Subjects: Eloquence; Narration (Rhetoric); English language > Study and teaching (Higher); English language > Study and teaching (Higher) > China > Hong Kong
• Online Access: http://library.cuhk.edu.hk/record=b5893320; http://repository.lib.cuhk.edu.hk/en/item/cuhk-326078

Mok, Joyce Mee Luen. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. === Includes bibliographical references (leaves 129-133). === Abstracts in English and Chinese. === Abstract (English) --- p.i === Abstract (Chinese) --- p.ii === Acknowledgements --- p.iii === Table of Contents --- p.iv === List of Tables --- p.x === Chapter Chapter 1 --- Introduction === Chapter 1.1 --- Background to this study --- p.1 === Chapter 1.2 --- Purpose of this study --- p.6 === Chapter 1.3 --- Organisation of this thesis --- p.7 === Chapter Chapter 2 --- Literature Review === Chapter 2.1 --- Introduction --- p.10 === Chapter 2.2 --- Cognitive Approaches to Task Performance === Chapter 2.2.1 --- The Information-Processing Theory --- p.11 === Chapter 2.2.2 --- Levelt's Model of Speech Production --- p.14 === Chapter 2.2.3 --- Cognitive Models of Task-Based Performance --- p.16 === Chapter 2.3 --- The Two Types of Task Planning - Pre-Task Planning and On-line Planning --- p.21 === Chapter 2.4 --- Manipulating Task Characteristics under Different Planning Conditions --- p.24 === Chapter 2.5 --- The Two Types of Narrative Prompts -- Picture Sequences and Video Snippets --- p.31 === Chapter 2.6 --- Learners' Perception of Task Performance --- p.35 === Chapter 2.7 --- Research Questions of This Study --- p.38 === Chapter Chapter 3 --- Method === Chapter 3.1 --- Introduction --- p.40 === Chapter 3.2 --- Participants --- p.40 === Chapter 3.3 --- Task Type --- p.43 === Chapter 3.4 --- Pilot Studies === Chapter 3.4.1 --- Pilot Study on Picture Prompts --- p.44 === Chapter 3.4.2 --- Pilot Study on Video Prompts --- p.46 === Chapter 3.5 --- Task Design --- p.47 === Chapter 3.6 --- Data Collection Procedures --- p.52 === Chapter 3.7 --- Pre-task / Post-task Questionnaires --- p.53 === Chapter 3.8 --- Quantitative Measures === Chapter 3.8.1 --- Fluency Measures --- p.55 === Chapter 3.8.2 --- Complexity Measures --- p.56 === Chapter 3.8.3 --- Accuracy Measures --- p.57 === Chapter 3.8.4 --- Data Analysis --- p.57 === Chapter 3.9 --- Qualitative Measures --- p.58 === Chapter Chapter 4 --- Results === Chapter 4.1 --- Introduction --- p.59 === Chapter 4.2 --- Descriptive Statistics === Chapter 4.2.1 --- Overall Means and Standard Deviations --- p.60 === Chapter 4.2.2 --- Means and Standard Deviations under Four Conditions --- p.63 === Chapter 4.3 --- Correlational Statistics === Chapter 4.3.1 --- Intercorrelations of Dependent Variables --- p.66 === Chapter 4.3.2 --- "Two-way ANOVAs for Fluency, Complexity and Accuracy" --- p.69 === Chapter 4.4 --- Summary of Data Elicited in Language Production --- p.72 === Chapter 4.5 --- Learners' Perception of Task Performance === Chapter 4.5.1 --- Learners' Perception of Task Difficulty and Task Enjoyment --- p.73 === Chapter 4.5.1.1 --- Descriptive Statistics: Learners' Perception of Task Difficulty and Task Enjoyment --- p.74 === Chapter 4.5.1.2 --- Correlational Statistics: Learners' Perception of Task Enjoyment --- p.75 === Chapter 4.5.2 --- Learners' Planning Strategies and Difficulties Encountered While Speaking --- p.77 === Chapter 4.5.3 --- The Benefits of Different Prompt Types --- p.84 === Chapter 4.6 --- Summary of Learners' Perception of Tasks --- p.86 === Chapter Chapter 5 --- Discussion === Chapter 5.1 --- Introduction --- p.88 === Chapter 5.2 --- Research Question One === Chapter 5.2.1 --- Summary of Results on Fluency --- p.88 === Chapter 5.2.2 --- Explanations for Results on Fluency --- p.91 === Chapter 5.3 --- Research Question Two === Chapter 5.3.1 --- Summary of Results on Complexity --- p.94 === Chapter 5.3.2 --- Explanations for Results on Complexity --- p.95 === Chapter 5.4 --- Research Question Three === Chapter 5.4.1 --- Summary of Results on Accuracy --- p.100 === Chapter 5.4.2 --- Explanations for Results on Accuracy --- p.104 === Chapter 5.5 --- Summary on the Language Production of Learners --- p.107 === Chapter 5.6 --- Research Question Four === Chapter 5.6.1 --- Summary of Results on Learners' Perception of Task Performance --- p.108 === Chapter 5.6.1.1 --- Learners' Perception of the Usefulness and Adequacy of Planning Time --- p.109 === Chapter 5.6.1.2 --- Learners' Perception of How to Spend Their Planning Time --- p.109 === Chapter 5.6.1.3 --- Learners' Perception of What Would Help Improve Their Task Performance --- p.109 === Chapter 5.6.1.4 --- Learners' Perception of the Benefits of Different Prompt Types --- p.111 === Chapter 5.7 --- Summary of Questionnaire Data --- p.113 === Chapter Chapter 6 --- Conclusion === Chapter 6.1 --- Introduction --- p.114 === Chapter 6.2 --- Integrating the Present Study with Previous Studies --- p.115 === Chapter 6.2.1 --- Previous Findings on Fluency --- p.116 === Chapter 6.2.2 --- Present Findings on Fluency --- p.117 === Chapter 6.2.3 --- Previous Findings on Complexity --- p.118 === Chapter 6.2.4 --- Present Findings on Complexity --- p.118 === Chapter 6.2.5 --- Previous Findings on Accuracy --- p.119 === Chapter 6.2.6 --- Present Findings on Accuracy --- p.119 === Chapter 6.3 --- The Trade-Off Effect === Chapter 6.3.1 --- Previous Findings on the Trade-Off Effect --- p.121 === Chapter 6.3.2 --- Present Findings on the Trade-Off Effect --- p.122 === Chapter 6.4 --- Limitations of the Present Study === Chapter 6.4.1 --- The Use of Different Prompt Types --- p.123 === Chapter 6.4.2 --- Interpretation of Learners' Perception of Tasks --- p.124 === Chapter 6.4.3 --- Pedagogical Studies vs. Language Testing Studies --- p.125 === Chapter 6.5 --- Implications for Language Pedagogy --- p.127 === References --- p.129 === Appendices === Appendix A Picture Sequence Extracted from Huizenga (2000) --- p.134 === Appendix B Instructions to the Participants (English Version) --- p.135 === Appendix C Language Background Questionnaire --- p.136 === Appendix D Task Difficulty Questionnaire --- p.139 === Appendix E Consent Form --- p.142