Abstract
Previous studies both at home and abroad have provided rich insights into planning effects on L2 learners’ narrative written output. However, few researches have been conducted under China’s vocational education background. The current study will fill up this gap. It reports a study of the effects of three types of planning (Pre-task planning-PTP, within task planning-WTP and No time planning-NP) on 60 first year students’ narrative written performance in terms of accuracy,complexity and fluency. These students are studying computer programming at Yancheng College of Mechatronic Technology. The results demonstrate that planning could contribute to learners’ written output. However, it did not simultaneously affect all the three aspects significantly. This study also illustrated that the impact of pre-task planning and within task planning is different, or at least to certain extent. This may have some implies for writing pedagogy.
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