چکیده

The surge of studies examining the impact of different types of planning, with some exceptions (e.g. Ortega 1999, 2005), has been predominantly obsessed with a specific focus on three aspects of the planned speech namely complexity, accuracy, and fluency (CAF). The results have mostly come down to existence of a competition between the goals of CAF, and been discussed in the light of Skehan’s (1998) trade-off hypothesis. The present study sets out to investigate if the effect of pre-task guided planning (GP) that channels the attention of the planners towards a specific property of tasks i.e. meaning, form, or a combination of both, is manifested in monitoring mechanisms underlying stages of speech production and different types of self-repair behaviour. To this effect, 50 Iranian lower-intermediate learners of English as a foreign language (EFL) within the age range of 16-18 were recruited and assigned into a no planning group and three GP groups. They performed an oral story-telling task, and attended a one-on-one reflective session. The transcription of the audio recorded interviews indicated that form-focused GP engendered more error (E-) repairs, while meaning-focused GP led to more different information (D-) repairs and appropriacy (A-) repairs. The results of an ANOVA revealed a significant difference between the four groups based on types of repairs. The findings are discussed in the light of Levelt’s (1983) perceptual loop theory and Ahmadian, Abdolrezapour, and Ketabi’s (2012) extended trade-off hypothesis. The implications are provided for the material developers and teachers.

کليدواژه ها

Extended Trade-off Hypothesis, Guided Planning, Perceptual Loop Theory, Self-Repair Behaviour, Task-Based Language Teaching

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Michael Sadeghi , 1398 , Is Pre-Task Guided Planning Really Guiding?: Evidence from Self-Repair Behaviour , اولين کنفرانس بين المللي مطالعات زبان انگليسي