Chapter published in:
Planning and Task Performance in a Second Language
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 334
Cited by

Cited by 67 other publications

Abrams, Zsuzsanna & David R. Byrd
2017. The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research 21:4  pp. 434 ff. Crossref logo
Abrams, Zsuzsanna & Susanne Rott
2017. Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks. Language Teaching Research 21:2  pp. 144 ff. Crossref logo
Abrams, Zsuzsanna I.
2020.  In Intercultural Communication and Language Pedagogy, Crossref logo
Ahmadian, Mohammad Javad
2011. The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?. The Language Learning Journal 39:3  pp. 269 ff. Crossref logo
Ahmadian, Mohammad Javad
2012. The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task-Based Careful Online Planning Condition. TESOL Quarterly 46:1  pp. 165 ff. Crossref logo
Ahmadian, Mohammad Javad
2012. The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research 16:1  pp. 129 ff. Crossref logo
Amiryousefi, Mohammad
2017. The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning 30:8  pp. 766 ff. Crossref logo
Baleghizadeh, Sasan & Mohammad Naseh Nasrollahi Shahri
2017. The effect of online planning, strategic planning and rehearsal across two proficiency levels. The Language Learning Journal 45:2  pp. 171 ff. Crossref logo
Boers, Frank
2014. A Reappraisal of the 4/3/2 Activity. RELC Journal 45:3  pp. 221 ff. Crossref logo
Bui, Gavin & Zeping Huang
2018. L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy. Language Teaching Research 22:1  pp. 94 ff. Crossref logo
Bui, Gavin, Peter Skehan & Zhan Wang
2018.  In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 219 ff. Crossref logo
Burch, Alfred R.
2014. Pursuing Information: A Conversation Analytic Perspective on Communication Strategies. Language Learning 64:3  pp. 651 ff. Crossref logo
Chappell, Whitney & Matthew Kanwit
2021. DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?. Studies in Second Language Acquisition  pp. 1 ff. Crossref logo
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4  pp. 454 ff. Crossref logo
Dawadi, Saraswati
2019. Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics 170:1  pp. 3 ff. Crossref logo
Ellis, Rod
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 15 ff. Crossref logo
Eskildsen, Søren W. & Numa Markee
2018.  In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 69 ff. Crossref logo
Fukuta, Junya
2016. Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research 20:3  pp. 321 ff. Crossref logo
Gavin, Bei Xiaoyue
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 63 ff. Crossref logo
Grant, Sean
2017. Implementing project-based language teaching in an Asian context: a university EAP writing course case study from Macau. Asian-Pacific Journal of Second and Foreign Language Education 2:1 Crossref logo
Guará-Tavares, Maria da Glória
2013. Working memory capacity and L2 speech performance in planned and spontaneous conditions: a correlational analysis. Trabalhos em Linguística Aplicada 52:1  pp. 09 ff. Crossref logo
Haghverdi, Hamid Reza, Reza Biria & Hamid Reza Khalaji
2013. The Impact of Task-planning and Gender on the Accuracy of Narrations Composed by Iranian EFL Learners. Journal of Language Teaching and Research 4:1 Crossref logo
Hsu, Hsiu-Chen
2019. The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal 47:2  pp. 172 ff. Crossref logo
HWANG, HAERIM, HYEYOUNG JUNG & HYUNWOO KIM
2020. Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners. The Modern Language Journal 104:1  pp. 267 ff. Crossref logo
Jamalifar, Golnaz & Hadi Salehi
2020. The effects of rehearsal and strategic task planning on L2 Willingness to Communicate. The Language Learning Journal 48:2  pp. 162 ff. Crossref logo
Javad Ahmadian, Mohammad, Mansoor Tavakoli & Hossein Vahid Dastjerdi
2015. The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech. The Language Learning Journal 43:1  pp. 41 ff. Crossref logo
Kanwit, Matthew
2021.  In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31],  pp. 116 ff. Crossref logo
Khezrlou, Sima
2020. Training planning in second language narrative writing. ELT Journal 74:1  pp. 49 ff. Crossref logo
Khoram, Alireza & Zuochen Zhang
2019. The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education 6:1  pp. 1675466 ff. Crossref logo
Kim, Nayoung
2020. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research  pp. 136216882093754 ff. Crossref logo
Lambert, Craig, Judit Kormos & Danny Minn
2017. TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING. Studies in Second Language Acquisition 39:1  pp. 167 ff. Crossref logo
Leal, Tania, Emilie Destruel & Bradley Hoot
2019. The acquisition of Focus in L2 Spanish. Second Language Research 35:4  pp. 449 ff. Crossref logo
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3  pp. 536 ff. Crossref logo
Lord, Gillian & Maria I. Fionda
2013.  In The Handbook of Spanish Second Language Acquisition,  pp. 514 ff. Crossref logo
Low, Grace
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2  pp. 183 ff. Crossref logo
Manchón, Rosa M. & Julio Roca de Larios
2007. On the Temporal Nature of Planning in L1 and L2 Composing. Language Learning 57:4  pp. 549 ff. Crossref logo
Markee, Numa & Silvia Kunitz
2013. Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification. Language Learning 63:4  pp. 629 ff. Crossref logo
Marzban, Amir & Majid Norouzi
2012. Strategic Planning Focus and Time in Narrative Writing. Procedia - Social and Behavioral Sciences 46  pp. 4953 ff. Crossref logo
Mochizuki, Naoko & Lourdes Ortega
2008. Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research 12:1  pp. 11 ff. Crossref logo
Mohammad Javad Ahmadian & Mansoor Tavakoli
2011. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15:1  pp. 35 ff. Crossref logo
Mohammadzadeh MohammadAbadi, AliReza, Azizollah Dabaghi & Mansoor Tavakoli
2012. The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance. International Journal of Research Studies in Language Learning 2:3 Crossref logo
O’Grady, Stefan
2019. The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing 36:4  pp. 505 ff. Crossref logo
Pang, Francine & Peter Skehan
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 95 ff. Crossref logo
Sadeghi, Karim & Farah Ghaderi
2018. Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge. Southern African Linguistics and Applied Language Studies 36:4  pp. 365 ff. Crossref logo
Saeedi, Masoud & Shirin Rahimi Kazerooni
2014. The influence of task repetition and task structure on EFL learners' oral narrative retellings. Innovation in Language Learning and Teaching 8:2  pp. 116 ff. Crossref logo
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4  pp. 554 ff. Crossref logo
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1  pp. 76 ff. Crossref logo
Sheppard, Chris & Rod Ellis
2018.  In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 171 ff. Crossref logo
Skehan, Peter
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 1 ff. Crossref logo
Skehan, Peter
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 211 ff. Crossref logo
Skehan, Peter
2016.  In Becoming and Being an Applied Linguist,  pp. 89 ff. Crossref logo
Skehan, Peter
2016.  In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3],  pp. 17 ff. Crossref logo
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36  pp. 34 ff. Crossref logo
Skehan, Peter & Sabrina Shum
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 187 ff. Crossref logo
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
2012. The task is not enough: Processing approaches to task-based performance. Language Teaching Research 16:2  pp. 170 ff. Crossref logo
Souza Ferraz D'Ely, Raquel Carolina, Mailce Borges Mota & Martin Bygate
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 199 ff. Crossref logo
Sun, Peijian Paul
2020.  In Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance,  pp. 45 ff. Crossref logo
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 121 ff. Crossref logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. Crossref logo
Tuan, Truong Anh & Storch Neomy
2007. Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal 38:1  pp. 104 ff. Crossref logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. Crossref logo
Wang, Zhan
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 27 ff. Crossref logo
Wang, Zhan & Gaowei Chen
2018.  In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 97 ff. Crossref logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. Crossref logo
Yang, Liuyan
2018. Effects of three tasks on interpreting fluency. The Interpreter and Translator Trainer 12:4  pp. 423 ff. Crossref logo
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6  pp. 554 ff. Crossref logo

This list is based on CrossRef data as of 23 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.