Abstract
The present study is part of a larger scale research (Guara-Tavares, 2011, 2013) that investigates the relationship among working memory capacity, pre-task planning, and L2 speech performance. The aim of the study was to analyze 1) what processes learners engage during pre-task planning, and 2) whether higher and lower working memory spans engage in different processes during pre-task planning. Learners' processes were accessed by means of think aloud protocols and a retrospective interview. Working memory capacity was measured by the Speaking Span Test. Results show that learners engage mainly in organization of ideas, rehearsal, lexical searches, and monitoring. Moreover, higher spans employ significantly more metacognitive strategies during planning when compared to lower spans.
Highlights
Over the last decades there has been a substantial body of research1 on tasks (Ellis, 2005)
He present study sets out to examine 1) what processes learners engage during pre-task planning and 2) whether higher and lower working memory individuals difer in the processes they engage during pre-task planning
When they refer to working memory capacity, it is the limited capacity of the element of controlled attention that is being referred to
Summary
Over the last decades there has been a substantial body of research on tasks (Ellis, 2005). Pre-task planning is a means to help learners’ overcome limitations in attentional resources and improve L2 performance, it is a problem solving activity (Ellis, 2005), and it seems to assist performance; by triggering a range of strategic, metalinguistic and metacognitive behaviors (Ortega, 2005). Research has shown that individuals with higher working memory capacity tend to be more strategic (McNamara & Scott, 2001); individual diferences in working memory capacity may relect diferences on how successful one is in planning a task He present study sets out to examine 1) what processes learners engage during pre-task planning and 2) whether higher and lower working memory individuals difer in the processes they engage during pre-task planning
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