چکیده

Delving into the role of task characteristics and task conditions in L2 production is important since it gives insights into how tasks should be selected and sequenced in pedagogical contexts. Considering this issue, this study investigated the role of the participatory structure of planning, as a type of task conditions, in L2 oral performance across cognitive task complexity, as a task characteristic. To this end, 64 Iranian intermediate learners were assigned to four groups (n=16 each), namely, no planning (NP), individual planning (IndP), pair work planning (PWP), and group work planning (GWP). All these groups individually performed two written tasks with different complexity along ± reasoning dimension within a one-week interval. Before doing each task, the IndP, PWP, and GWP groups had 10-minute planning time to plan individually, in pairs, and in groups, respectively. The NP group had no planning time. Their written performance was scored regarding the measures of syntactic complexity, accuracy, lexical diversity, and fluency. The results revealed task complexity brought about improvements in all measures but accuracy. All planning conditions outperformed the NP group in all measures. Individual planning, pair planning, and group planning significantly had the best performance in syntactic complexity, accuracy and fluency, and lexical diversity, respectively. Moreover, no interaction was found between the participatory structure of planning and task complexity. The results are explicated in light of Leveltian model of language production, trade-off hypothesis, and the attention allocation models. Eventually, the implications of the findings for language teachers are discussed.

کليدواژه ها

Participatory structure of planning, Pair work, Group work, Task complexity, Reasoning dimension

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Mahsa Farahanynia , 1398 , The participatory structure of strategic planning and task complexity along reasoning dimension: Effects on L2 written performance , اولين کنفرانس بين المللي مطالعات زبان انگليسي