Second Persent

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Second Persent

  1. 1. The impact of planning time on children’s task-based interactions Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu November 17, 2008
  2. 2. <ul><li>Philp, J., Oliver, R., & Mackey, A. (2006). </li></ul><ul><li>The impact of planning time on children’s </li></ul><ul><li>task-based interactions. Science Direct </li></ul><ul><li>System, 34 , 547-565. </li></ul>
  3. 3. Contents I. Introduction II. Methodology III. Result IV. Limitation V. Reflection VI. About my research
  4. 4. Introduction <ul><li>Definition of Corrective Feedback: </li></ul><ul><li>Learners can receive feedback and </li></ul><ul><li>opportunities to make use of that feedback by </li></ul><ul><li>modifying their output. </li></ul><ul><li>(Long, 1996; Gass, 2003) </li></ul>
  5. 5. Examples of peers’ feedbacks <ul><li>Negotiation by modified output </li></ul><ul><li>Recast by modified output </li></ul>
  6. 6. Introduction Meaning Particular forms Complex patterns Speaking Focus Fluency Accuracy Complexity
  7. 7. Research Questions <ul><li>1. What is the relationship between pre-task </li></ul><ul><li>planning and task-based linguistic </li></ul><ul><li>production? </li></ul>Giving more pre-task time will be more benefit to task- based linguistic production.
  8. 8. Research Questions <ul><li>2. Are there any significances of influence for fluency, accuracy and complexity under 0 min, 2 mins and 5 mins of planning time? </li></ul>For fluency, there are a few differences under 0 min, 2 mins and 5 mins. For accuracy, students speak accurately when giving more time to plan. For complexity, students can use more complex sentences when giving more time to plan.
  9. 9. Methodology 42 ESL learners Australia Over three weeks Descriptive analysis & T-test Observation Picture Descriptions 21 dyads participants Participants Place Time Quantitative Qualitative Materials Data collection
  10. 10. Example for planning
  11. 11. Results
  12. 12. Conclusion <ul><li>The provision of corrective feedback was </li></ul><ul><li>greater without planning time. </li></ul>
  13. 13. Results
  14. 14. Limitation <ul><li>This study was carried out in ESL context, </li></ul><ul><li>using picture description that limits of the </li></ul><ul><li>findings. </li></ul>Animals shapes Math Zoo
  15. 15. Reflection Why lexical complexity under 0 min planning time got higher percentage than 2 mins and 5 mins? ?
  16. 16. About my research An investigation of learning anxiety in oral conversation class English major students: 50 sophomores and 50 juniors at CYUT The scale for foreign language anxiety, interview and observation Topic Participant Method
  17. 17. <ul><li>Thank you for your attention ! </li></ul>

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