Activate Your English: a Short Course for Adults (with Audio by Barbara Sinclair, Philip Prowse PDF

By Barbara Sinclair, Philip Prowse

Turn on your English is a quick direction for adults at pre-intermediate level.It can assist you:~ turn on the English you could have forgotten~ enhance your wisdom of English vocabulary and grammar~ think extra convinced approximately figuring out and utilizing English in actual existence~ discover extra approximately the right way to study English effectively книга -

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Extra resources for Activate Your English: a Short Course for Adults (with Audio CD)

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Types of planning In the literature, two types of planning, strategic planning, and on-line planning are the ones widely identified (see Chapter 1). In this chapter, we are making a case for seeing task repetition as a form of planning. We argue that it is the experience of processing the task as a whole together with certain elements of both pre-task and on-line planning that is important. In this paper we call this integrative planning. 3 (158-200) Integrative planning through the use of task-repetition Strategic planning Strategic planning typically involves focussed or unfocussed instructions to students to plan their performance on an upcoming task, for 2–10 minutes (for example Foster & Skehan 1996; Mehnert 1998).

As Levelt’s 1989 model (see Chapter 1) suggests, these operations involve speakers not only in creating plans, but also in monitoring them prior to production. Hence if on-line planning time is used, speakers are likely to be better able to attend to the conceptualisation, the formulation and even the articulation of their messages. So that whereas in the context of strategic planning a speaker is unlikely to be able to produce or to recall many detailed plans (for instance at lexico-grammatical or articulatory levels), in contrast, on-line planning time may help speakers do precisely this.

This preparation is held in memory and enables learners to produce more complex messages, both in content and in form, to produce them more fluently and to be more accurate. There are however some limitations in concentrating on this type of planning. Firstly, it isn’t at all clear how this kind of planning can affect learners over an extended period of learning (see Skehan & Foster, this volume). We see the impact on a specific performance, but the connection between the reported effects for a specific task and longer term learning is yet to be theorised and researched.

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