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Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of planning when tasks are used within language instruction. These studies have indicated that pre-task planning can have beneficial effects upon the nature of task performance, consistently leading to greater fluency and complexity and, less dependably, greater accuracy. The present study examines different sources of planning (teacher-led, solitary, group-based) as well as different foci for planning (towards language or towards content). Using a decision-making task (a ‘balloon debate’), data was collected using a 2×2 research design contrasting source of planning (teacher-led, group) and focus of planning (language vs content). In addition, to ensure comparability with previous research, solitary planning and control groups were also used. Results indicate a number of statistically significant effects. The teacher-fronted condition generated significant accuracy effects, while the solitary planning condition had greater influence on complexity, fluency and turn length. Group-based planning did not lead to performance significantly different from the control group. Finally, there was little effect on performance as a result of the language vs content planning condition. The results are discussed in relation to how teachers may more effectively make pedagogic decisions on task implementation conditions linked to selective pedagogic goals.
Foster et al. (Thu,) studied this question.