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The impact of planning time on children’s task-based interactions Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu November 17, 2008
[object Object],[object Object],[object Object],[object Object]
Contents I. Introduction II. Methodology III. Result IV. Limitation V. Reflection VI. About my research
Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of peers’ feedbacks ,[object Object],[object Object]
Introduction Meaning Particular forms Complex patterns Speaking Focus Fluency Accuracy Complexity
Research Questions ,[object Object],[object Object],[object Object],Giving more pre-task time will be more benefit to task- based linguistic production.
Research Questions ,[object Object],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.
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
Example for planning
Results
Conclusion ,[object Object],[object Object]
Results
Limitation ,[object Object],[object Object],[object Object],Animals shapes Math Zoo
Reflection Why lexical complexity under 0 min planning time got higher percentage than 2 mins and 5 mins? ?
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
[object Object]

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Second Persent

  • 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.
  • 3. Contents I. Introduction II. Methodology III. Result IV. Limitation V. Reflection VI. About my research
  • 4.
  • 5.
  • 6. Introduction Meaning Particular forms Complex patterns Speaking Focus Fluency Accuracy Complexity
  • 7.
  • 8.
  • 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
  • 12.
  • 14.
  • 15. Reflection Why lexical complexity under 0 min planning time got higher percentage than 2 mins and 5 mins? ?
  • 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.