Planning Time: a Mediating Technique between Fluency and Accuracy in Task-Based Teaching

Task-based instruction is arguably associated with fostering fluent l2 speech distant from native-like accuracy, of several methodological options recommended for accounting for accuracy problems of meaning-first approaches to language teaching, planning time has been explored in this study. three groups of english majors watched a cartoon and narrated their accounts of watching under no-planning, undetailed pre-task planning and detailed pre-task planning conditions. to measure the accuracy and dysfluency of their l2 production, the collected data were coded for the number of error-free clauses, the number of total clauses and also for repetitions, false starts, reformulations and replacements. one-way anov as run on the data revealed that detailed pre-task planning might result in more accurate and less dysfluent language than undetailed pre-task planning which in tum might lead to more accurate and less dysfluent language than no-planning condition.