ABSTRACT

This study investigates the impact on L2 oral performance of participatory structure of strategic planning (individual vs. collaborative pair planning) and task complexity (simple vs. complex tasks) defined according to the number of elements involved. It also explores individual and collaborative planners’ planning behaviours prior to simple vs. complex tasks. Forty-eight Iranian intermediate learners were assigned to one of the two conditions: individual planning (IndP) and collaborative planning in pairs (ColP) groups. Participants then engaged in planning before completing four oral tasks: two simple and two complex. After each task, they were interviewed about their planning behaviours. Quantitative results showed that fluency and complexity improved as a function of task complexity and collaborative planning. The impact of collaborative planning was greater on the complex tasks in all measures except accuracy. Qualitative analysis revealed that, compared to the individual planners, the collaborative planners used more planning behaviours associated with schematic planning, cognitive planning and content formulation prior to the complex tasks. The findings highlight that careful task design (here, selecting complex tasks with collaborative planning) has real potential to help enhance learners enhance their L2 oral production.

摘要

本研究调查了根据所涉及元素的数量定义的战略规划的参与式结构（个人与协作配对规划）和任务复杂性（简单与复杂任务）对 L2 口语表现的影响。它还探讨了个人和协作计划者在简单任务与复杂任务之前的计划行为。48 名伊朗中级学习者被分配到以下两个条件之一：个人计划 (IndP) 和成对协作计划 (ColP) 组。然后，参与者在完成四项口头任务之前进行计划：两项简单，两项复杂。在每项任务之后，他们都会接受关于他们的计划行为的采访。定量结果表明，流畅性和复杂性随着任务复杂性和协作计划的增加而提高。除准确性外，协作计划对所有测量中的复杂任务的影响都更大。定性分析表明，与个体规划者相比，协作规划者在复杂任务之前使用了更多与示意图规划、认知规划和内容制定相关的规划行为。研究结果强调，仔细的任务设计（在这里，通过协作计划选择复杂的任务）具有真正的潜力，可以帮助提高学习者提高他们的 L2 口语能力。