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The effects of pre-task explicit instruction on the performance of a focused task

Published on Feb 1, 2019in System 1.93
· DOI :10.1016/j.system.2018.10.004
Rod Ellis81
Estimated H-index: 81
(Curtin University),
Shaofeng Li16
Estimated H-index: 16
(FSU: Florida State University),
Yan Zhu1
Estimated H-index: 1
(Fudan University)
Cite
Abstract
Abstract This study investigates the influence of pre-task explicit instruction on the performance of a focused task. 72 eighth-grade EFL learners were randomly assigned to two treatment conditions: Explicit Instruction + Task (EI) and Task-Only. Both groups performed two oral dictogloss tasks designed to provide opportunities for the production of past passive constructions. The EI Group received a brief grammar lesson on the English passive voice followed by 5 min of practice activities prior to task performance. The Task Only Group performed the same task but with no pre-task instruction or practice. The learners' task performance was coded on measures of complexity, accuracy, and fluency. The results showed that the pre-task instruction led to more frequent but not more accurate use of the target structure and that it had detrimental global effects on the complexity, accuracy and fluency of the learners’ production. The results are considered in relation to a key issue in task-based instruction, namely whether or not to teach a grammatical structure prior to the performance of a focused task.
  • References (16)
  • Citations (1)
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References16
Newest
Published on May 1, 2019in Language Teaching Research 2.32
Marrit van de Guchte2
Estimated H-index: 2
(UvA: University of Amsterdam),
Gert Rijlaarsdam24
Estimated H-index: 24
(UvA: University of Amsterdam)
+ 1 AuthorsPeter Bimmel6
Estimated H-index: 6
(UvA: University of Amsterdam)
The present experimental study examined whether a different focus during a pre-task planning observation task affects learners’ subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and video observations with a focus on content (FonC). With a communicative oral task we measured the effects on oral task performance, in terms of attempt...
Published on Feb 23, 2017
Robert DeKeyser22
Estimated H-index: 22
Published on Aug 22, 2013
Rod Ellis81
Estimated H-index: 81
,
Natsuko Shintani13
Estimated H-index: 13
SECTION 1: INTRODUCTION 1. Instructed second language acquisition SECTION 2: LANGUAGE PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to language teaching 6. Task-based language teaching SECTION 3: LANGUAGE PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classro...
Published on Apr 1, 2010in Elt Journal 1.35
Jeremy Scott Boston2
Estimated H-index: 2
(Hiroshima Shudo University)
Focused tasks engage learners in using language for communication and in addition have a specific predetermined linguistic focus in mind. The difficulty in designing focused tasks is that many meanings can be articulated using more than one language form, making it difficult to design tasks which induce learner use of a specific target form. This paper describes an attempt to use pre-task activities to syntactically prime learners to employ a target structure during task production.
Published on Dec 1, 2009in Applied Linguistics 3.04
Peter Skehan19
Estimated H-index: 19
(CUHK: The Chinese University of Hong Kong)
Complexity, accuracy, and fluency have proved useful measures of second language performance. The present article will re-examine these measures themselves, arguing that fluency needs to be rethought if it is to be measured effectively, and that the three general measures need to be supplemented by measures of lexical use. Building upon this discussion, generalizations are reviewed which focus on inter-relationships between the measures, especially between accuracy and complexity, since positive...
Published on Dec 1, 2009in Applied Linguistics 3.04
Rod Ellis81
Estimated H-index: 81
(SISU: Shanghai International Studies University)
The main purpose of this article is to review studies that have investigated the effects of three types of planning (rehearsal, pre-task planning, and within-task planning) on the fluency, complexity, and accuracy of L2 performance. All three types of planning have been shown to have a beneficial effect on fluency but the results for complexity and accuracy are more mixed, reflecting both the type of planning and also the mediating role of various factors, including task design and implementatio...
Published on Jan 1, 2008in Language Teaching Research 2.32
Naoko Mochizuki1
Estimated H-index: 1
,
Lourdes Ortega23
Estimated H-index: 23
This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three conditions: without any prior planning (n = 17), after 5 minutes of unguided planning (n = 20), or after 5 minutes of planning with guidance in the form of a gr...
Published on Apr 26, 2007
Dave Willis5
Estimated H-index: 5
,
Jane Willis5
Estimated H-index: 5
There is currently enormous interest in task-based teaching and learning. But some teachers are still unsure of how to put it into practice. This book gives examples of a range of task sequences suitable for all levels of learners, using both written and spoken English. The advice is based firmly in the classroom and includes contributions from teachers from around the world who are enthusiastic about task-based teaching. It takes account of research into language learning, and is ideal for both...
Published on Jul 1, 2006in Language Teaching Research 2.32
María José de la Fuente2
Estimated H-index: 2
(Vandy: Vanderbilt University)
Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of pedagogical approach had no impact on immediate retrieval (after treatment) of targeted word forms, but it had an impact on long-term retrieval (one week)...