Startseite Linguistik & Semiotik Chapter 11. Performance on second language speaking tasks
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Chapter 11. Performance on second language speaking tasks

Supports and impediments
  • Peter Skehan
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Second Language Acquisition Theory
Ein Kapitel aus dem Buch Second Language Acquisition Theory

Abstract

This chapter will discuss research into the effects of task characteristics and task conditions on second language performance. It explores a range of task characteristics, such as information structure and familiarity, as well as the operations upon such information. It will also consider the effects of task conditions such as pre-task planning and task repetition. The organisational ‘frame’ for this discussion will be Levelt’s distinction between the stages of Conceptualisation and Formulation. Task characteristics and task conditions will be related to these two stages in speaking, indicating how each stage might be positively or negatively affected. This leads into a discussion of how the task research findings which have been covered are relevant in a pedagogic context. In particular, there is a focus on how second language speakers can achieve a parallel rather than a serial mode of speech, through the use of supportive tasks and task conditions, and the avoidance of impediments which could impair their performance.

Abstract

This chapter will discuss research into the effects of task characteristics and task conditions on second language performance. It explores a range of task characteristics, such as information structure and familiarity, as well as the operations upon such information. It will also consider the effects of task conditions such as pre-task planning and task repetition. The organisational ‘frame’ for this discussion will be Levelt’s distinction between the stages of Conceptualisation and Formulation. Task characteristics and task conditions will be related to these two stages in speaking, indicating how each stage might be positively or negatively affected. This leads into a discussion of how the task research findings which have been covered are relevant in a pedagogic context. In particular, there is a focus on how second language speakers can achieve a parallel rather than a serial mode of speech, through the use of supportive tasks and task conditions, and the avoidance of impediments which could impair their performance.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. In memory of Professor Michael H. Long (1945–2021) vii
  4. Acknowledgements ix
  5. Preface xi
  6. About the editor and contributors xix
  7. Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
  8. Chapter 2. Taking the Long view 9
  9. Chapter 3. Stabilization 29
  10. Chapter 4. Enhanced incidental learning 77
  11. Chapter 5. The uncertainty principle in second language acquisition 101
  12. Chapter 6. Tandem interaction enhancement 113
  13. Chapter 7. Immediate versus delayed oral negative feedback 127
  14. Chapter 8. A calculus for L1 transfer 143
  15. Chapter 9. Age of acquisition in second language thinking 177
  16. Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
  17. Chapter 11. Performance on second language speaking tasks 211
  18. Chapter 12. A task-based needs analysis framework for TBLT 235
  19. Chapter 13. Can focus on form have an effect on language development? 257
  20. Index 273
https://doi.org/10.1075/bpa.14.11ske

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. In memory of Professor Michael H. Long (1945–2021) vii
  4. Acknowledgements ix
  5. Preface xi
  6. About the editor and contributors xix
  7. Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
  8. Chapter 2. Taking the Long view 9
  9. Chapter 3. Stabilization 29
  10. Chapter 4. Enhanced incidental learning 77
  11. Chapter 5. The uncertainty principle in second language acquisition 101
  12. Chapter 6. Tandem interaction enhancement 113
  13. Chapter 7. Immediate versus delayed oral negative feedback 127
  14. Chapter 8. A calculus for L1 transfer 143
  15. Chapter 9. Age of acquisition in second language thinking 177
  16. Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
  17. Chapter 11. Performance on second language speaking tasks 211
  18. Chapter 12. A task-based needs analysis framework for TBLT 235
  19. Chapter 13. Can focus on form have an effect on language development? 257
  20. Index 273
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Heruntergeladen am 13.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/bpa.14.11ske/html
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