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In:Processing Perspectives on Task Performance
Edited by Peter Skehan
[Task-Based Language Teaching 5] 2014
► pp. 27–62

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Chapter 2. On-line time pressure manipulations

L2 speaking performance under five types of planning and repetition conditions

 | University of Pittsburgh
Published online: 30 April 2014
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https://doi.org/10.1075/tblt.5.02wan
This chapter is concerned with an investigation of the underlying mechanisms of second language speaking. It reports on an experiment containing five different types of planning and repetition conditions, each relevant to certain processes and stages of speech production. The five conditions were two forms of strategic planning, two forms of on-line planning, and task repetition. Data were collected from 77 undergraduates (L1: Chinese and L2: English) doing a video narrative task in English. Speech samples were transcribed and coded. The study found: (1) strategic planning improved speech complexity and fluency, suggesting that support for the conceptualization stage in speech production helps language complexity and fluency; (2) on-line planning solely focusing on the formulation stage did not enhance speech complexity and accuracy, whereas on-line planning supported by an earlier opportunity to watch the video did, indicating a ‘meaning priority’ principle in speaking; (3) repetition enhanced speech complexity, fluency, and accuracy, suggesting that repetition is a robust way to improve speaking quality. Based on the results, an instructional model of L2 speech intervention is proposed. It argues that speech monitoring is the key to accuracy. Interventions at the speech formulation stage, which are often emphasized in pedagogy, work for accuracy only when speakers are instructed to attend to monitoring.
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2019. Strategic planning and repetition as metacognitive processes in task performance. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 199 ff. DOI logo
Ellis, Rod
2019. Task preparedness. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 15 ff. DOI logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching, DOI logo
Khoram, Alireza & Zuochen Zhang
2019. The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education 6:1 DOI logo
Lambert, Craig
2019. Task-induced second language development. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 279 ff. DOI logo
Lambert, Craig & Sachiko Nakamura
2019. Proficiency‐related variation in syntactic complexity: A study of English L1 and L2 oral descriptive discourse. International Journal of Applied Linguistics 29:2 ► pp. 248 ff. DOI logo
LAMBERT, CRAIG & GRACE ZHANG
2019. Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design. The Modern Language Journal 103:2 ► pp. 391 ff. DOI logo
Xing, Jiaxin & Shaoqian Luo
2019. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 153 ff. DOI logo
Boers, Frank
2018. Between rigour and reality. Language Teaching Research 22:1 ► pp. 5 ff. DOI logo
Bui, Gavin & Zeping Huang
2018. L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy. Language Teaching Research 22:1 ► pp. 94 ff. DOI logo
Bui, Gavin & Peter Skehan
2018. Complexity, Accuracy, and Fluency. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. DOI logo
Bui, Gavin, Peter Skehan & Zhan Wang
2018. Task Condition Effects on Advanced‐Level Foreign Language Performance. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 219 ff. DOI logo
Sadeghi, Karim & Farah Ghaderi
2018. Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge. Southern African Linguistics and Applied Language Studies 36:4 ► pp. 365 ff. DOI logo
Wang, Zhan & Gaowei Chen
2018. Discourse performance in L2 task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 97 ff. DOI logo
Butler, Yuko Goto
2017. The Role of Affect in Intraindividual Variability in Task Performance for Young Learners. TESOL Quarterly 51:3 ► pp. 728 ff. DOI logo
Butler, Yuko Goto
2017. Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research 21:6 ► pp. 735 ff. DOI logo
Lambert, Craig, Judit Kormos & Danny Minn
2017. TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING. Studies in Second Language Acquisition 39:1 ► pp. 167 ff. DOI logo
Qiu, Xuyan & Yuen Yi Lo
2017. Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Research 21:6 ► pp. 681 ff. DOI logo
Thai, Chau & Frank Boers
2016. Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy. TESOL Quarterly 50:2 ► pp. 369 ff. DOI logo
Skehan, Peter
2015. Limited Attention Capacity and Cognition. In Domains and Directions in the Development of TBLT [Task-Based Language Teaching, 8], ► pp. 123 ff. DOI logo
Skehan, Peter
2016. Foreign language aptitude, acquisitional sequences, and psycholinguistic processes. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 17 ff. DOI logo
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36 ► pp. 34 ff. DOI logo
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff. DOI logo
Skehan, Peter
2022. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 211 ff. DOI logo
Skehan, Peter
2024. Linking second language speaking task performance and language testing. Language Teaching 57:4 ► pp. 501 ff. DOI logo
[no author supplied]
2025. Second Language Cognitive Task Complexity [Task-Based Language Teaching, 18], DOI logo

This list is based on CrossRef data as of 5 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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