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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Effects of Task Type, Strategic Planning and No Planning on Written Performance of Iranian Intermediate EFL Learners
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The Effects of Task Type, Strategic Planning and No Planning on Written Performance of Iranian Intermediate EFL Learners

机译：任务类型，战略计划和无计划对伊朗中级英语学习者书面成绩的影响

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Tasks hold a central place in SLA research and language pedagogy. Any single task can be performed in a number of different ways, depending on how the speakers consider it and the knowledge and skill they can bring to bear. Other factors may influence EFL learners’ performance on tasks, among them are: task structure (structured or unstructured), modality of task (oral or written), planning condition (pre-planning or no-planning), and learner factors (such as gender, age,…). Few studies have been carried out on the effects of learner factors on aspects of task performance. As the literature lacked studies on written tasks and the effect of participant factor on learners’ performance, the present study set out to investigate the effect of strategic planning and no-planning, task type on different aspects of performance. To achieve this purpose 60 learners, i.e. 30 for strategic planning group and 30 for no-planning group, from intact classes were randomly assigned to two groups, each consisting of 30 students. Each learner in each of the two groups performed two types of tasks, i.e. personal and narrative tasks, over a period of three weeks. Learners’ performance was measured in terms of fluency and accuracy. The data were collected and analyzed. The following results were obtained: a. There was a significant difference between strategic planned with no detailed guidance and no-planned groups in terms of performance measures; b. There was a significant difference between the two types of tasks; c. There was not any interaction between task type and planning condition. The findings revealed that giving learners time to plan before commencing the task, leading them to better performance. Also, the type of the task had an effect on their performance, i.e. the structured task was easier to perform than the other task. The findings revealed strong effects of planning on all aspects of learners’ performance. In terms of interaction, there was not any interaction between task type and planning condition.
机译：任务在SLA研究和语言教学中占据中心位置。任何一项任务都可以通过多种不同的方式执行，具体取决于说话者对其的看法以及他们可以运用的知识和技能。其他因素可能会影响EFL学习者在任务上的表现，其中包括：任务结构（结构化或非结构化），任务的方式（口头或书面），计划条件（预计划或无计划）和学习者因素（例如性别，年龄...）。关于学习者因素对任务执行方面的影响的研究很少。由于文献缺乏书面任务和参与者因素对学习者绩效的影响的研究，本研究着手研究战略计划和无计划，任务类型对绩效的不同方面的影响。为了达到这个目的，将来自完整班级的60名学习者，即30名战略计划小组和30名无计划小组随机分配到两组，每组30名学生。两组中的每个学习者都在三周的时间内执行两种类型的任务，即个人任务和叙述任务。学习者的表现是根据流畅度和准确性来衡量的。收集并分析数据。获得了以下结果：在绩效指标方面，没有详细指导的战略计划与没有计划的小组之间存在重大差异; b。两种任务之间有显着差异; C。任务类型和计划条件之间没有任何交互。调查结果表明，在开始任务之前给学习者一些时间进行计划，使他们获得更好的表现。同样，任务的类型也会影响其性能，即结构化任务比其他任务更容易执行。调查结果表明，计划对学习者表现的各个方面都有很大的影响。在交互方面，任务类型和计划条件之间没有任何交互。

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