Use Strategic Planning in IELTS Part 2 Narrative Task

  • Yujin Yang The University of Manchester
Article ID: 3108
86 Views, 23 PDF Downloads
Keywords: Communicative competence, Strategic planning, TBLT, China

Abstract

When English is regarded as the lingual franca in the global world, English learners’ communicative competence is emphasized. In China, however, most of L2 learners’ willingness to communicate and communicative competence is relatively low. This article focus on how to improve Chinese IELTS learners’ poor communicative competence in the classroom. I mainly use guided strategic planning in narrative tasks to enhance learners’ fluency and complexity.

References

[1] Ellis, R. (2005). 1. Planning and task-based performance: Theory and research. In Planning and task performance in a second language (pp. 3–34). John Benjamins.

[2] Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299–323. https://doi.org/10.1017/S0272263100015047

[3] Kawauchi, C. (2005). 5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In Planning and task performance in a second language (pp. 143–164). John Benjamins.

[4] Mercer, N. (1994). The quality of talk in children’s joint activity at the computer. Journal of Computer Assisted Learning, 10(1), 24–32. https://doi.org/10.1111/j.1365-2729.1994.tb00279.x

[5] Nakata, Y. (2006). Motivation and experience in foreign language learning. Peter Lang.

Published
2022-06-20
How to Cite
Yang, Y. (2022). Use Strategic Planning in IELTS Part 2 Narrative Task. Learning & Education, 10(8), 169-170. https://doi.org/10.18282/l-e.v10i8.3108
Section
Article