The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production

By Fangyuan Yuan, R. Ellis. 2003

837 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/954cdeba9001b986070e6192eb671821a07dd00e

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In Developmental and Educational Psychology

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Citations in the corpus

Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “For accuracy, Yuan and Ellis (2003) found that L2 speakers who had sufficient time for task completion, compared to those who did not, could use appropriate vocabulary with correct grammar, likely because planning time with little communicative pressure allowed speakers to monitor their speech.”
Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. (2014, background): “Firstly, pre-task planning can lead to greater accuracy (Skehan & Foster, 1999) and increased fluency (Yuan & Ellis, 2003).”
Effects of task repetition on learners’ attention orientation in L2 oral production (2016, background): “This is often shown in not only studies in task-repetition (e.g. Bygate, 1996, Gass et al., 1999), but also studies related to task based language teaching (TBLT; e.g. Ellis & Yuan, 2005; Fujita, 2011; Yuan & Ellis, 2003).”
The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. (2006, background): “Online planning, on the other hand, is defined by Yuan & Ellis (2003: 6), as the process by which speakers attend carefully to the "formulation stage" during speech planning (Yuan and Ellis, 2003: 6).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “Following Ellis (2003) and Ellis and Barkhuizen (2005), due to the multi-componential nature of CAF in L2 writing, we can comprehensively, accurately, and objectively measure the principal dimensions of English writing performance.”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, methodology): “As it was mentioned previously, Yuan and Ellis (2003) reported a degree of dysfluency, which resulted from engagement in careful online planning.”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “…processes may be closely linked to various features of task design (e.g., the availability of planning time, Ellis, 2005; Foster & Skehan, 1996; Yuan & Ellis, 2003, or the number of elements included in the task, Kuiken & Vedder, 2007), the findings of research on the interaction of individual…”
Developing EFL Learner’s Speaking Ability, Accuracy and Fluency (2016, background): “Speaking accuracy demonstrates “the extent to which the language produced conforms to language norms” (Yuan & Ellis, 2003, p. 2) under which the appropriate use of pronunciation, vocabulary, and grammar are subsumed.”
Second Language Fluency: Judgments on Different Tasks (2004, background): “Generally speaking, it appears that planning time results in greater grammatical complexity (Crookes, 1989; Ortega, 1999; Yuan & Ellis, 2003) and increased fluency (Crookes, 1989; Foster & Skehan, 1996; Mehnert, 1998).”
Task-based Instruction (2012, background): “One line of research in this area has investigated the effects of strategic planning (Ellis and Yuan, 2004; Kawauchi, 2005; Yuan and Ellis, 2003), task repetition (Gass, Mackey, Alvarez-Torres, and Fernandez-Garcia, 1999), and post-task activities (Skehan and Foster, 1997) on language production.”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “Yuan and Ellis (2003) report a trade-off between lexical variety and accuracy in the oral narratives.”
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “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.”