英语论文网

le of planning during writing processes.    Since  1980s,  researchers  have  attempted  to  explore  the  effects  of  planning  on the  fluency,  complexity,  and  accuracy  in  L2  oral  production  (Bygate  1996,  2001; Foster  1996;  Wendel  1997).  After  that,  some  research  including  L1  and  L2  tried  to replicate these experiments to investigate the effects of planning in written production. Hayes  &  Gradwohl  Nash  (1996)  reviewed  a  number  of  L1  writing  studies,  and concluded  that  learners  with  pre-task  planning  performed  better  and  more fluently.They  merely  attribute  better  performance  to  extra  time  on  task,  and  it  was contradicted by Grabe (2001)’s findings. Kroll (1990) reported learners’ compositions produced  at  home  were  more  accurate  and  highly  rated  than  those  at  school,  yet  she didn’t  report  how  much  time  the  learners spent on planning. The better performance could  be  resulted  from  many  reasons.  Following  these  studies,  some  scholars  who focused  on  planning,  reported  mixed  results  of  the  effects  of  task  planning. Meanwhile, just because of these mixed results, the effect of planning is controversial and attractive.  
............

CHAPTER TWO LITERATURE REVIEW 

2.1   Planning 

As  an  important  cognitive  stage  during  language  production  process,  planning  can take place at any moment and at every level. In order to reveal the effects of planning, it is necessary to review related literature and to get a whole picture of definition and classification of planning. In  both  spoken  and  written  language  use,  planning  can  appear  effortlessly  and automatically, in which speakers decide what to speak/ write and how to speak / write it.  Clark  &  Clark  (1977)  pointed  out  that  planning  could  result  in  discourse  plans, sentence plans and constituent plans, all of which can mix in the actual language use. In  L1  writing  research,  planning  is  considered  as  an  unavoidable  stage  in  the production  of  written  text,  which  is  effectively  proved  through  some  models  of  the complete  writing  process.  Grabe  (2001)  pointed  out  that  there  was  no  universally accepted  theory  or  specifically  theory  of  L2  writing.  However,  some  theories  (e.g., Bereither & Scardamalia 1987; Flower & Hayes 1980; Grabe 1996; Grabe & Kaplan 1996; Kellog 1996; Zimmerman 2000) set up a similar s本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。