خلاصة:
Following previous studies reporting a beneficial effect for pre-task planning on learners' task performance, the present research takes into account the possible effects of directing learners' attention to meaning and form of language on their written production while they have one- and five-minute strategic planning time. The study randomly categorized 48 intermediate learners of English into six groups and asked them to undertake a narrative task under form focused, meaning focused, and unguided planning conditions each with one or five minutes of strategic planning time. Their performances were analyzed by a set of fluency and accuracy measures whose results were put into one-way ANOVA. As for the comparison under one-minute planning condition, form focused planners outperformed the other two groups in both measures. Similar results were obtained under the five-minute planning condition. The results also showed that five-minute planning condition enhanced the learners' fluency of production more than their accuracy, unlike one-minute planning condition. It is proposed that the form focused planning condition better promotes writing processes than meaning focused and unguided planning conditions; besides, the longer the planning time is, the more fluency is fostered whereas the1 Corresponding Author. Email: marzban2006@gmail.comshorter the planning time is, the more accurate the learners' production would be.
ملخص الجهاز:
The Effect of Strategic Planning Focus and Time on Writing Fluency and Accuracy Amir Marzban1 Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran Majid Norouzi English Language Department, University of Mazandaran, Babolsar, Iran Following previous studies reporting a beneficial effect for pre-task planning on learners' task performance, the present research takes into account the possible effects of directing learners' attention to meaning and form of language on their written production while they have one- and five-minute strategic planning time.
g. , Crookes, 1989; Ellis, 1987; Foster & Skehan, 1996; Mehnert, 1998; Ortega, 1999) suggest that the amount and type of strategic planning have certain effects on learners’ performance, in particular on fluency and complexity of their language, but to a lesser extent on the accuracy.
All the measures given below are product-based indicators of writing fluency with the exception of three (pausing, length of rehearsal text, and length of translating episodes) which are process-based indicators: Writers pausing ( Spelman Miller, 2000) Changes made to the text ( Knoch, 2007) Composing rate (Sasaki, 2000) Text quality (Baba, 2009) Length of translating episodes written between pauses (Abdel Latif, 2009) Length of rehearsed text between pauses (Chenoweth & Hayes, 2001) Linguistics features characterizing rhetorical functions ( Reynolds, 2005) Number and length of T units (Storch, 2009) Sentence length (Johnson et al.
Do the form focused planning (FFP), meaning focused planning (MFP) and the unguided planning (UGP) conditions have any effect on the L2 learners' accuracy and fluency of written production when they are allocated one-minute planning time?