Ellis's taxonomy of task planning in task-based language teaching¶

Theory · All theories
Evidence · 6 claims (5 for, 1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The review adopts Ellis's (2005) classification of task planning, in which "Planning in task-based learning and teaching can be cataloged into two kinds: pre-task planning and within-task planning." Pre-task planning includes rehearsal, where students perform the task before the formal performance, and strategic planning, where students prepare content and how it is expressed. Within-task planning is divided into pressured and unpressured according to the time given to students to prepare. The review uses this taxonomy to organize its literature review of planning effects.

Design Implications¶

Context¶

Requirements¶

• A clear distinction between pre-task and within-task planning when designing or analyzing task-based performance studies

Constraints¶

• The review argues the pressured/unpressured distinction is hard to identify because it lies in the specific learner's psychological reflection to the tasks, and Ellis does not make the distinction clear

Target Learners¶

• second language learners

Target Learning Objectives¶

• second language oral and written task performance

Claims¶

• Strategic Planning Enhances Fluency [+M]
• Strategic Planning Enhances Complexity [+M]
• Strategic Planning Accuracy Mixed [+M]
• Unpressured Within Task Planning Form Focused Accuracy [+M]
• Planning effects on performance in test contexts are mixed, appearing for high-proficiency learners and high-load tasks but not overall [~W]
• Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Yingli Wang. (2008). Influence of Planning on Students' Language Performance in Task-based Language Teaching. English Language Teaching, 1(1). https://www.ccsenet.org/journal/index.php/elt