東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The effects of planning with writing...

Chau, Hiep Thien.

Linked to FindBook

Google Book

Amazon

博客來

The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives./
Author:	Chau, Hiep Thien.
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645908
ISBN:	9781321353402

The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives.
Chau, Hiep Thien.

The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives. - 137 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2014.

This item must not be sold to any third party vendors.

This study is aimed to investigate whether planning with writing enhances the fluency, complexity, and accuracy of L2 oral narratives. Three groups of intermediate EFL learners at a university in Vietnam with 30 participants in each performed a picture-based narrative under one of the conditions: no planning, planning without writing (rehearsal), and planning with writing. Given 10 minutes of planning, the planning-without-writing group were told to rehearse their performance while the planning-with-writing group were told to write out the narrative in full sentences. A post-task interview was also conducted to probe what participants chose to attend to while planning.

ISBN: 9781321353402Subjects--Topical Terms:

3172512
Foreign language education.

The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives.
LDR:02760nmm a2200325 4500 001 2061111
005 20150918092551.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321353402
035 $a (MiAaPQ)AAI3645908
035 $a AAI3645908
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chau, Hiep Thien. $3 3175339
245 1 4 $a The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Charlene Polio.
502 $a Thesis (Ph.D.)--Michigan State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study is aimed to investigate whether planning with writing enhances the fluency, complexity, and accuracy of L2 oral narratives. Three groups of intermediate EFL learners at a university in Vietnam with 30 participants in each performed a picture-based narrative under one of the conditions: no planning, planning without writing (rehearsal), and planning with writing. Given 10 minutes of planning, the planning-without-writing group were told to rehearse their performance while the planning-with-writing group were told to write out the narrative in full sentences. A post-task interview was also conducted to probe what participants chose to attend to while planning.
520 $a All the oral performances were transcribed and analyzed using a comprehensive set of measures for fluency, complexity, and accuracy. One-way ANOVA results showed that both rehearsal and writing before speaking had significant effects on all the three aspects of oral production, but there was no significant difference between planning with and without writing. The rehearsals and written narratives during planning, which were analyzed and triangulated with the interview data, also revealed that both planning groups, in general, had similar patterns of planning with lexical search taking most of their time. The planning-with-writing group tended to focus more on form than the planning-without-writing group.
520 $a The evidence from this study furthers our understanding of the effect of planning on oral task-based performance and supports a comprehensive approach to detecting the planning effect using both general and specific measures. The findings also inform L2 researchers and teachers of the relationship between writing and speaking in L2 development.
590 $a School code: 0128.
650 4 $a Foreign language education. $3 3172512
650 4 $a English as a second language. $3 516208
650 4 $a Linguistics. $3 524476
690 $a 0444
690 $a 0441
690 $a 0290
710 2 $a Michigan State University. $b Second Language Studies. $3 1678770
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645908