Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance

Authors

  • Suman Laudari Kathmandu University

DOI:

https://doi.org/10.3126/nelta.v18i1-2.10333

Keywords:

TBLT, planning, form focused planning, guided planning, CAF

Abstract

Task-based language teaching (TBLT) has been a dominant approach in the field of ELT for some time now. However, it has complexities regarding its use in a foreign language context. It is said that focusing only on interaction may not be enough in guiding learners to use language correctly, so learners need exposure to grammar rules, and teachers presume that TBLT does not allow it. But, learners’ attention could be directed to the grammar forms during task planning to facilitate noticing of linguistic code. To this end, this small-scale study collects discourse data from an adult EFL learner to evaluate whether guiding learners’ attention to grammar during pre-task planning is of any help. The study concludes that guiding learners’ attention facilitates in producing more accurate and complex discourse than leaving learners on their own during the task planning.

DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10333

Journal of NELTA, Vol 18 No. 1-2, December 2013; 92-104

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Author Biography

Suman Laudari, Kathmandu University

Mr. Laudari, Hornby Scholar 2012/13, is a teacher of English and has been teaching English for almost a decade now. Currently, he is working as an adjunct faculty at Kathmandu University, School of Education and Ace Institute of Management. His research interests are motivation in second language learning, planning and task performance, and TBLT.

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Published

2014-05-02

How to Cite

Laudari, S. (2014). Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance. Journal of NELTA, 18(1-2), 92–104. https://doi.org/10.3126/nelta.v18i1-2.10333

Issue

Vol. 18 No. 1-2 (2013)

Section

Articles

License

© Nepal English Language Teachers’ Association (NELTA)

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