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Use Strategic Planning in IELTS Part 2 Narrative Task

Yujin Yang

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.

Keywords


Communicative competence; Strategic planning; TBLT; China

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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.




DOI: http://dx.doi.org/10.18686/ahe.v6i15.5189

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