A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance

Detalhes bibliográficos
Autor(a) principal: D'Ely, Raquel Carolina Souza Ferraz
Data de Publicação: 2006
Tipo de documento: Tese
Idioma: eng
Título da fonte: Repositório Institucional da UFSC
Texto Completo: http://repositorio.ufsc.br/xmlui/handle/123456789/89407
Resumo: Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
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spelling A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performanceLiteraturaLingua inglesa -Estudo e ensino - Estudantes estrangeirosMetacogniçãoOralidadePlanejamento estrategicoRepetição (Filosofia)Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteThe present study, carried out under an information-processing perspective, investigated the impact of four metacognitive processes - strategic planning (Foster & Skehan, 1996), repetition (Bygate, 2001b), strategic planning plus repetition (D'Ely & Fortkamp, 2003), and strategic planning for repetition (D'Ely, 2004) - on 47 L2 learners' oral performance of a video-based narrative task. The participants of this study, registered in the Licenciatura, Secretariado, and Extra-curricular courses of the Universidade Federal de Santa Catarina, were divided into 5 groups: (1) the control group (2) the strategic planning group, (3) the repetition group, (4) the strategic planning plus repetition group, and (5) the strategic planning for repetition group. Following Foster and Skehan (1996) and Fortkamp (2000), learners' oral production was examined in four dimensions of speech: fluency, complexity, lexical density, and accuracy. Post-task questionnaires were administered for the purpose of assessing learners' appraisal of task type, their oral performance, and the conditions in which they performed. In general, statistical analyses revealed that repetition, strategic planning plus repetition, and strategic planning for repetition exerted a positive and significant impact on some of the dimensions of oral performance such as fluency, lexical density, and accuracy for the repetition group, lexical density for the strategic planning plus repetition group, and accuracy and lexical density for the strategic planning for repetition group. The strategic planning for repetition group also obtained significant gains in complexity. The strategic planning condition, for participants in the strategic planning group, had little impact on participants' oral performance. Overall, these results may be taken as evidence for the trade-off effects among the different dimensions of L2 learners' oral performance. Furthermore, the multifaceted results signal that learners' approach to different experimental conditions is idiosyncratic and that a series of variables interact in different ways when learners perform orally in L2. These variables include the nature of the task, learners' focus of attention during performance, and learners' effectiveness in implementing and retrieving pre-planned ideas. The findings of the present study might contribute to theory building in second language performance as well as to L2 pedagogy.Florianópolis, SCFortkamp, Mailce Borges MotaUniversidade Federal de Santa CatarinaD'Ely, Raquel Carolina Souza Ferraz2012-10-22T20:32:09Z2012-10-22T20:32:09Z20062006info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisxiv, 359 f.| grafs., tabs.application/pdf235990http://repositorio.ufsc.br/xmlui/handle/123456789/89407engreponame:Repositório Institucional da UFSCinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCinfo:eu-repo/semantics/openAccess2013-05-04T17:01:48Zoai:repositorio.ufsc.br:123456789/89407Repositório InstitucionalPUBhttp://150.162.242.35/oai/requestopendoar:23732013-05-04T17:01:48Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
title A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
spellingShingle A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
D'Ely, Raquel Carolina Souza Ferraz
Literatura
Lingua inglesa -
Estudo e ensino - Estudantes estrangeiros
Metacognição
Oralidade
Planejamento estrategico
Repetição (Filosofia)
title_short A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
title_full A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
title_fullStr A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
title_full_unstemmed A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
title_sort A focus on learners' metacognitive processes: the impact of strategic planning, repetition, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance
author D'Ely, Raquel Carolina Souza Ferraz
author_facet D'Ely, Raquel Carolina Souza Ferraz
author_role author
dc.contributor.none.fl_str_mv Fortkamp, Mailce Borges Mota
Universidade Federal de Santa Catarina
dc.contributor.author.fl_str_mv D'Ely, Raquel Carolina Souza Ferraz
dc.subject.por.fl_str_mv Literatura
Lingua inglesa -
Estudo e ensino - Estudantes estrangeiros
Metacognição
Oralidade
Planejamento estrategico
Repetição (Filosofia)
topic Literatura
Lingua inglesa -
Estudo e ensino - Estudantes estrangeiros
Metacognição
Oralidade
Planejamento estrategico
Repetição (Filosofia)
description Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
publishDate 2006
dc.date.none.fl_str_mv 2006
2006
2012-10-22T20:32:09Z
2012-10-22T20:32:09Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv 235990
http://repositorio.ufsc.br/xmlui/handle/123456789/89407
identifier_str_mv 235990
url http://repositorio.ufsc.br/xmlui/handle/123456789/89407
dc.language.iso.fl_str_mv eng
language eng
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv xiv, 359 f.| grafs., tabs.
application/pdf
dc.publisher.none.fl_str_mv Florianópolis, SC
publisher.none.fl_str_mv Florianópolis, SC
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFSC
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Repositório Institucional da UFSC
collection Repositório Institucional da UFSC
repository.name.fl_str_mv Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
_version_ 1808652288128974848

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