Hostname: page-component-77f85d65b8-45ctf Total loading time: 0 Render date: 2026-04-23T02:32:57.736Z Has data issue: false hasContentIssue false
  • English
  • Français

Planning and Interlanguage Variation

Published online by Cambridge University Press:  07 November 2008

Graham Crookes
Graham Crookes
Affiliation:
University of Howaii Manoa
Get access Rights & Permissions [Opens in a new window]

Abstract

Having focused previously on attention, cognitively oriented investigations of interlanguage variation and development are turning toward other possible explanatory variables, such as planning. The present study reports on an experiment in which two groups of 20 Japanese learners of English as a second language performed two monologic production tasks with and without time for planning. It was found that providing learners with time to plan their utterances results in interlanguage productions which are more complex in the short run.

Information

Type
Articles
Information
Studies in Second Language Acquisition , Volume 11 , Issue 4 , December 1989 , pp. 367 - 383
Copyright
Copyright © Cambridge University Press 1989

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Bailey, N., Madden, C, & Krashen, S. D. (1974). Is there a “natural sequence” in second language learning? Language Learning, 24, 235–243.Google Scholar
Beattie, G. W. (1980). The role of language production processes in the organization of behavior in face-to-face interaction. In Butterworth, B. (Ed.), Language production (Vol. 1, pp. 69–107). London: Academic.Google Scholar
Brown, H. D. (1987). Principles of second language learning and teaching (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Butterworth, B. (Ed.). (1980a). Language production (Vol. 1). London: Academic.Google Scholar
Butterworth, B. (1980b). Some constraints on models of language production. In Butterworth, B. (Ed.), Language production (Vol. 1, pp. 423–459). London: Academic.Google Scholar
Calfee, R. (1981). Cognitive psychology and educational practice. Review of Research in Education, 9, 3–73.Google Scholar
Cancino, H., Rosansky, E., & Schumann, J. (1975). Testing hypotheses about second language acquisition: The copula and negative in three subjects. Working Papers on Bilingualism, 6, 80–96.Google Scholar
Chaudron, C. (1979). Complexity of teacher speech and vocabulary explanation. Paper presented at the 13th Annual TESOL Convention, Boston.Google Scholar
Chaudron, C. (1985). Intake: On models and methods for discovering learners' processing of input. Studies in Second Language Acquisition, 7(1), 1–14.Google Scholar
Chaudron, C., & Parker, K. (1988, March). Markedness and topic reference in second language development. Paper presented at the 8th Second Language Research Forum, Honolulu, HI.Google Scholar
Cohen, J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic.Google Scholar
Cohen, J. (1973). Eta-squared and partial eta-squared in fixed factor ANOVA designs. Educational and Psychological Measurement, 33, 107–113.Google Scholar
Cohen, J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.). New York: Academic.Google Scholar
Cohen, P. R., & Perrault, C. R. (1979). Elements of a plan-based theory of speech acts. Cognitive Science, 3, 177–212.Google Scholar
Crookes, G. (1986). Task classification: A cross-disciplinary review (Tech. Rep. No. 4). Honolulu: University of Hawaii, Center for Second Language Classroom Research, Social Science Research Institute.Google Scholar
Crookes, G. (1988). Planning, monitoring, and second language development: A review (Tech. Rep. No. 6). Honolulu: University of Hawaii, Center for Second Language Classroom Research, Social Science Research Institute.Google Scholar
Danielewicz, J. M. (1984). The interaction between text and context: A study of how adults and children use spoken and written language in four contexts. In Pellegrini, A. D. & Yawkey, T. D. (Eds.), The development of oral and written language in social contexts (pp. 243–260). Norwood, NJ: Ablex.Google Scholar
Dechert, H. W., Mötile, D., & Raupach, M. (Eds.). (1984). Second language productions. Tübingen: Gunter Narr.Google Scholar
Dechert, H. W., & Raupach, M. (Eds.). (1980). Towards a cross-linguistic assessment of speech production. Frankfurt: Lang.Google Scholar
DiPietro, R. J. (1987). Strategic interaction: Learning languages through scenarios. Cambridge: Cambridge University Press.Google Scholar
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition 9, 1–20.Google Scholar
Faerch, C., & Kasper, G. (1983). Plans and strategies in foreign language communication. In Faerch, C. & Kasper, G. (Eds.), Strategies in interlanguage communication (pp. 20–60). London: Longman.Google Scholar
Foss, D. J., & Hakes, D. T. (1978). Psycholinguistics. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Gaies, S. J. (1977). A comparison of the classroom language ofESL teachers and their speech among peers: An exploratory syntactic analysis. Unpublished doctoral dissertation, Indiana University, Bloomington.Google Scholar
Gregg, K. R. (1984). Krashen's monitor and Occam's razor. Applied Linguistics, 5(2), 79–100.CrossRefGoogle Scholar
Hakuta, K. (1978). A report on the development of grammatical morphemes in a Japanese girl learning English as a second language. In Hatch, E. (Ed.), Second language acquisition (pp. 132–147). Rowley, MA: Newbury House.Google Scholar
Hatch, E. (1983). Psycholinguistics. Rowley, MA: Newbury House.Google Scholar
Hayes-Roth, B., & Hayes-Roth, F. (1979). A cognitive model of planning. Cognitive Science, 3, 275–310.Google Scholar
Holmes, V. M. (1984). Sentence planning in a story continuation task. Language and Speech, 27(2), 115–134.Google Scholar
Hubbell, R. D. (1988). A handbook of English grammar and language sampling. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Hulstijn, J. H., & Hulstijn, W. (1984). Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning, 34, 23–43.CrossRefGoogle Scholar
Hunt, K. W. (1966). Recent measures in syntactic development. Elementary English, 43, 732–739.Google Scholar
Krashen, S. D. (1977). The Monitor Model for adult second language performance. In Burt, M., Dulay, H., & Finocchiaro, M. (Eds.), Viewpoints on English as a second language (pp. 213–221). New York: Regents.Google Scholar
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Larsen-Freeman, D. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL Quarterly, 9, 409–442.Google Scholar
Larsen-Freeman, D. (1978). An ESL index of development. TESOL Quarterly, 12, 439–448.Google Scholar
Larsen-Freeman, D. (1983). Assessing global second language proficiency. In Long, M. H. & Seliger, H. W. (Eds.), Classroom-oriented research in second languages acquisition (pp. 287–305). Rowley, MA: Newbury House.Google Scholar
Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press.Google Scholar
Long, M. H. (1988). Instructed interlanguage development. In Beebe, L. (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115–141). Rowley, MA: Newbury House.Google Scholar
Master, P. (1988, March). Acquiring the article system in English. Paper presented at the 8th Second Language Research Forum [SLRF], Honolulu, HI.Google Scholar
Meisel, J., Clahsen, H., & Pienemann, M. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 3(2), 109–135.Google Scholar
Miller, G. A., Galanter, E. H., & Pribram, H. H. (1960). Plans and the structure of behavior. New York: Holt.Google Scholar
Naiman, N., Frölich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: OISE.Google Scholar
O'Brien, R. G., & Kaiser, M. K. (1985). MANOVA method for analyzing repeated measures designs: An extensive primer. Psychological Bulletin, 97, 316–333.Google Scholar
Ochs, E. (1979). Planned and unplanned discourse. In Givón, T. (Ed.), Syntax and semantics 12: Discourse and syntax (pp. 51–80). New York: Academic.Google Scholar
Ochs Keenan, E., & Bennett, T. L. (Eds.). (1977). Discourse across time and space (Southern California Occasional Papers in Linguistics No. 5). Los Angeles: Department of Linguistics, University of Southern California.Google Scholar
Omaggio, A. C. (1986). Teaching language in context: Proficiency-oriented instruction. Boston, MA: Heinle & Heinle.Google Scholar
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly 19, 557–584.CrossRefGoogle Scholar
Parrish, B., & Tarone, E. (1986). Article usage in interlanguage: A study in task-related variability. Paper presented at the 20th annual TESOL convention, Anaheim, CA.Google Scholar
Pica, T. (1982). Second language acquisition in different language contexts. Unpublished doctoral dissertation, University of Pennsylvania.Google Scholar
Pica, T. (1983). Methods of morpheme quantification: Their effect on the interpretation of second language data. Studies in Second Language Acquisition, 6(3), 69–78.CrossRefGoogle Scholar
Pica, T. (1984). Procedures for morpheme data analysis in second language acquisition research. Paper presented at the 18th annual TESOL convention, Houston, TX.Google Scholar
Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6(2), 186–214.Google Scholar
Pienemann, M., & Johnston, M. (1987). Factors influencing the development of second language proficiency. In Nunan, D. (Ed.), Applying second language acquisition (pp. 45–141). Adelaide: National Curriculum Resource Center.Google Scholar
Preston, D. R. (1989). Sociolinguistics and second language acquisition. New York: Basil Blackwell.Google Scholar
Rampton, B. (1987). Stylistic variability and not speaking ‘normal’ English: Some post-Labovian approaches and their implications for the study of interlanguage. In Ellis, R. (Ed.), Second language acquisition in context (pp. 47–58). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Rosenthal, R., & Rosnow, R. L. (1984). Essentials of behavioral science. New York: McGraw-Hill.Google Scholar
Rubin, D. L. (1982). Adapting syntax in writing to varying audiences as a function of age and social cognitive ability. Journal of Child Language, 9, 497–510.Google Scholar
Rubin, J., & Thompson, I. (1982). How to be a more successful language learner. Boston, MA: Heinle & Heinle.Google Scholar
Tannen, D. (1982). Oral and literate strategies in speech and written narratives. Language, 58(1), 1–21.Google Scholar
Tarone, E. (1982). Systematicity and attention in interlanguage. Language Learning, 32, 69–82.Google Scholar
Tarone, E. (1983). On the variability of interlanguage systems. Applied Linguistics, 4, 142–163.Google Scholar
Tarone, E. (1987, October). Accounting for style-shifting in interlanguage. Paper presented at the 11th University of Michigan Conference on Applied Linguistics, Ann Arbor, MI.Google Scholar