The Effects of Pre-task Planning Time on Japanese L2 Discussion Students' Learner Outcomes

This study explores the effect of pre-task planning (specifically 'performing a similar task' (Prabhu, 1987) time on learner outcomes for L2 learners.In order to complete sixteen minute discussions, Japanese first year university students were given either a six minute pre-task activity or a ten minute pre-task activity.The students were assessed during the discussion task phase using the departmental student assessment form and a MANOVA test was used to compare learner outcomes under the two time conditions.Analyses showed that the students' subsequent language production in terms of fluency and complexity was not affected by the different conditions.