Planning and task performance in a second language

By R. Ellis. 2005

485 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/162e625daf865c3d3c16e3828c9cd398ac6c6c9e

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In Language and Linguistics

Citations in the corpus

TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “Implicit focuson-form techniques seek to direct learners’ attention to form unobtrusively, without overt reference to rules and forms, minimizing the interruption of the pedagogic intervention on the processing of meaning.”
A multifaceted approach to investigating pre-task planning effects on paired oral test performance (2014, background): “That is, as a testing context is likely to lead to increased attention by test-takers in regard to the accuracy of their output language, resulting in careful “online” planning while they are speaking, potentially beneficial effects of pre-task planning may be over-ridden (Ellis, 2005).”
The Role of Cognitive and Affective Factors in Measures of L2 Writing (2018, background): “As Ellis (2005) states, the limited capacity of working memory may negatively reflect in learners’ writing performance especially when a learner has to produce a text under time pressure.”
Task complexity, the Cognition Hypothesis and second language learning and performance (2007, background): “A great number of previous studies have examined the effects of one or another aspect of L2 task demands, such as the availability of planning time (see Ellis 2005), or the nature and extent of participation on tasks (see Pica, Kanagy and Falodun 1993), individually.”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “Learner variables are usually divided into cognitive, affective and personality-related IDs (Dörnyei, 2005).”
Task-based Instruction (2012, methodology): “Tasks were present in both SLA research stages, and have also become a focus of research in their own right (Ellis, 2003, 2005; Skehan, 2003).”
Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “For instance, early studies of task complexity testing the cognition hypothesis or trade-off hypothesis (see Jackson & Suethanapornkul, 2013) and task planning time studies (Ellis, 2005, 2009) often focused their analyses on CAF.”
The task is not enough: Processing approaches to task-based performance (2012, background): “It may also connect with the second language task performance studies on structured vs. unstructured tasks, especially narratives (Skehan and Foster, 1999; Tavakoli and Skehan, 2005).”
Task complexity and measures of linguistic performance in L2 writing (2007, background): “…qualities of optimal language processing and language learning at some basic level, and an open discussion of our ‘form’ and ‘meaning’ metaphors may be a fruitful step towards coordinating and strengthening research programs for planning and taskbased language learning . . . (Ortega 2005: 107).”
Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis (2009, background): “General planning effects were found comparable with other studies (and see Ellis this issue). But the teacher-led planning was particularly interesting, because in this condition both complexity and accuracy were raised, unlike the other planning conditions. This result suggests that planning has mo”
Task-Based Language Learning (2011, background): “…for input provided during task performance (e.g., Baralt, 2010; Bygate, Skehan, & Swain, 2001; Cadierno & Robinson, 2009; Dornyei & Kormos, 2000; Ellis, 2005; Gilabert, 2005, 2007; Gilabert, Baron, & Llanes, 2009: Ishikawa, 2007, 2008a, 2008b; Kim, 2008, 2009a, 2009b; Kuiken & Vedder, 2007a,…”