英语论文网

he learners’ attention is primarily focused on message  conveyance  or  it  should  include  correct  language  usage.  Long  (1985), Richards,  Platt  &  Weber  (1985),  Nunan  (1989)  and  Skehan  (1996a)  strongly  restrict meaning  as  primary  in  the  language  activities,  while  Breen  (1989)  adopts  a  broader definition,  including  any  kind  of  language  activity.  Prabhu  (1987)  emphasizes  the interaction  between  learners  and  teachers  in  the  language  use,  and  defines  a  task  as “an  activity  which  required  learners  to  arrive  at  an  outcome  from  given  information through  some  process  of  thought,  and  which  allowed  teacher  to  control  and  regulate that  process”.  Lee  (2000)  emphasizes  that  a  task  should  take  place  as  a  classroom activity or exercise.  
........

CHAPTER THREE THE EMPIRICAL STUDY ...... 19 
3.1   Research Hypothesis .....19 
3.2   Participants ..........20 
3.3   Instruments ..........20
3.4   Data Collection ....22 
3.5   Data Coding and Analysis......23 
3.6   Summary .....26 
CHAPTER FOUR RESULTS FOR HYPOTHESIS...........28  
4.1   Results for Language Performance under the Planning Conditions .....29 
4.2   Results for Hypothesis ...........36 
4.3   Interviews ............38 
4.4   Summary .....38
CHAPTER FIVE DISCUSSION ......... 39 
5.1   Discussion for Research Question One ............39 
5.2   Discussion for Research Question Two ............40 
5.3   Summary .....42 

CHAPTER SIX  CONCLUSION AND IMPLICATIONS 

6.1   Summary of major findings  
In  the  light  of  the  statistical  results  and  discussion  above,  guided  strategic  planning leads to a significant effect on fluency and accuracy, but little effect on complexity. in contrast,  there  is  no  significant  difference  between  unguided  strategic  planning  and no-planning  group  in  all  three  measures  of  task  performance.  Table  6-1  summarizes the effects of the two types of strategic planning (guided and unguided) on the three aspects  of  language  performance  by  comparing  both  planning  groups  with  the no-planning  group.  Accordingly,  guided  strategic  planning  improved  fluency  and accuracy.  Neither  type  of  strategic  planning  advanced  complexity  (syntactic  and lexical).  In  addition,  it  is  worth  noting  that  guided  planners  have &n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。