An Investigation of Japanese EFL Learners' Strategy Use During Pre-Task Planning and its Relationship With Task Performance Measures

抄録

The present study focused on uncovering strategies which learners used during pre-task planning, and investigating how these strategies are associated with actual task performance. A total of 91 university EFL learners participated in the study, and they engaged in L2 narrative tasks in 1-minute and 10-minute planning conditions. A questionnaire was developed based on Ortega (2005) to identify what kind of strategies the learners used during pre-task planning. Oral performance was assessed from the viewpoint of fluency, accuracy and complexity. The result demonstrated that learners tended to use strategies more frequently in the 10-minute pre-task planning condition and to rely on Translation Strategy and Compensation Strategy. In terms of the relationships with task performance, it was found that each strategy was associated with fluency, accuracy and complexity indices in different ways under different conditions.