Planning and Task Performance in a Second Language -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- I. Introduction -- 1. Planning and task-based performance -- Types of planning -- Principal types of task planning -- Sub-categories of task planning -- Theoretical background to the study of planning in task-based research -- L2 production as information processing: Some key constructs -- Theoretical bases for task planning -- Previous research on task planning -- Pre-task planning -- Unpressured on-line planning -- Planning in a language testing context -- Final comments -- Methodological issues -- Investigating the effects of planning on acquisition -- Investigating learners' planning strategies -- Measuring learner production -- Conclusion -- II. Task rehearsal -- 2. Integrative planning through the use of task-repetition -- Introduction -- Types of planning -- Strategic planning -- On-line planning -- Task repetition as integrative planning -- Method -- Participants -- Procedure -- Analysis -- Group results -- General statistical results -- Framing results -- Impact of repetition on framing -- Case studies -- Case study 1: CH -- Case 2: UJ -- Case 3: AG -- Discussion -- Conclusion -- Note -- Appendix. Full extracts of three case study participants -- Case 2: UJ -- Case 3: AG -- III. Strategic planning -- 3. What do learners plan? -- Introduction -- The two planning studies: Background and linguistic outcomes -- Participants -- Elicitation of the oral narrative tasks with and without planning -- Linguistic outcomes of pre-task planning in the two studies -- Methodology: Elicitation and analysis of interviews -- Results -- Learners' strategy use during pre-task planning -- Learners' perceptions about planning -- Individual differences in learner orientation: Communication versus accuracy.

Language expertise differences: Retrieval vs. rehearsal and self-monitoring -- Listener sensitivity and prioritization of communication -- Explicit focus on form during planning -- Summary of interview findings -- Conclusion -- Notes -- 4. The effects of focusing on meaning and form in strategic planning -- Introduction -- Effects of the focus of strategic planning on speech performance -- Method -- Operationalization of strategic planning conditions -- Research question and hypotheses -- Research design -- Participants -- Experimental tasks -- Strategic planning instructions and note-sheets -- Procedures -- Data coding and scoring -- Data analysis -- Results -- Attention under each of the three foci of strategic planning -- Application of strategic plans -- Effects of foci of strategic planning on quality of speech -- Discussion -- Conclusion -- Appendix 1 Meaning/form planning guidelines for the instruction task -- Appendix 2 Meaning/form guidelines for the argumentative task -- Appendix 3 Meaning and form planning note-sheet for the instruction task -- Appendix 4 Meaning and form planning note-sheet for the argumentative task -- Appendix 5 Categories and sub-categories of the plan-aloud protocol coding scheme -- 5. The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency -- Introduction -- Method -- Participants -- Materials -- Design -- Procedures -- Measures -- Analysis -- Results -- Discussion -- Conclusion -- IV. Within-task planning -- 6. The effects of careful within-task planning on oral and written task performance -- Introduction -- An early study -- Other studies of on-line planning -- Modelling the planning processes in speaking and writing -- Research questions -- Method -- Design -- Participants -- Pre-test material -- Tasks -- Task conditions -- Questionnaires and interviews.

Measures -- Data analysis -- Results -- Fluency -- Complexity -- Accuracy -- Summary of main results -- Questionnaire and interview -- Discussion -- Conclusion -- Notes -- 7. Strategic and on-line planning -- Introduction -- Method -- Results -- Discussion -- Summary and conclusions -- Notes -- Appendix 1 -- Appendix 2 Detailed planning instructions for the ``Judge'' task -- V. Planning in language testing -- 8. Planning for test performance -- Introduction -- Research questions -- Method -- Design -- Participants -- Materials -- Analysis -- Results -- Discussion -- Notes -- Appendix Rating scales -- 9. Strategic planning, task structure, and performance testing -- Introduction -- Modelling and researching task-based performance -- Task structure and task performance -- Method -- Design -- Task -- Analytic measures -- Results -- Underlying factors in language performance -- The effects of task structure, planning condition and proficiency level on language performance -- The effects of task structure -- The effects of strategic planning and proficiency -- Perceptions of task difficulty -- Discussion -- Conclusions -- Notes -- VI. Conclusion -- 10. Planning as discourse activity -- Planning and language learning: Automaticity -- Towards a discourse/sociocognitive reconceptualization of planning -- Evidence of pushed output? Issues around the definition of `complexity' -- Planning as skilled discourse -- Planning as meta-cognitive skill -- The best laid plans: Strategic planning as discourse skill -- Discourse relevance and planning for interaction -- Underrating the learners' potential agency -- Planning, socio-history and educational culture -- Communicative constraints or learning discourse: The arguments in principle -- Discourse motivation in SLA: Communicative need or explicit learning purpose?.

Different discourses: Communicative discourse and learning discourse -- Matters of degree: Interpretation, agency and submissiveness -- Communicative constraints or learning discourse: Some tentative evidence -- Clarity, comprehensibility and risk in communicative discourse -- Redundancy and economy in a communicative discourse -- Redundancy, economy and relevance in a learning discourse -- Planning meaning as a means in a learning discourse -- Implications and applications -- Summary -- Implications -- References -- Index -- The series Language Learning & Language Teaching.