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The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition
13 references·14 citing·33 second hop
The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition (2012)The Relationship Between Working Memory C…The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles (2011)The effects of guided careful…The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2010)The effects of simultaneous u…Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity (2009)Towards an Organic Approach t…The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production (2009)The Differential Effects of T…Speech production and second language acquisition (2009)Speech production and second …Complexity, Accuracy, and Fluency in Second Language Acquisition (2009)Complexity, Accuracy, and Flu…1. Planning and task-based performance (2005)1. Planning and task-based pe…The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production (2003)The Effects of Pre-Task Plann…9. Individual differences in working memory, noticing of interactional feedback and L2 development (2002)9. Individual differences in …Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity (2001)Second Language Development i…Measuring spoken language: a unit for all reasons (2000)Measuring spoken language: a …Task-based interaction (1999)Task-based interactionIndividual differences in working memory and reading (1980)Individual differences in wor…Effects of task type and language proficiency on dialogic performance and task engagement (2022)Effects of task type and lang…The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model (2021)The Cognition Hypothesis, the…From Needs Analysis to Task Selection, Design, and Sequencing (2021)From Needs Analysis to Task S…Task complexity, modality, and working memory in L2 task performance (2017)Task complexity, modality, an…L2 development in an intensive Study Abroad EAP context (2017)L2 development in an intensiv…“I think that's what he's doing”: Effects of intentional reasoning on second language (L2) speech performance (2017)“I think that's what he's doi…Strategic and unpressured within-task planning and their associations with working memory (2016)Strategic and unpressured wit…Phonological and executive working memory in L2 task-based speech planning and performance (2016)Phonological and executive wo…Working Memory and Task Repetition in Second Language Oral Production (2013)Working Memory and Task Repet…The influence of task repetition and task structure on EFL learners' oral narrative retellings (2013)The influence of task repetit…Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions (2013)Investigating What Second Lan…The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech (2012)The combined effects of onlin…Task difficulty and self‐repair behavior in second language oral production (2012)Task difficulty and self‐repa…The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task? (2011)The effect of ‘massed’ task r…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Working Memory (1974)Working Memory (1992)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)Anxiety and cognitive performance: Attentional control theory. (2007)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012)Conceptualizing and measuring short-term changes in L2 writing complexity (2014)A Framework for the Implementation of Task-based Instruction (1996)Task type and task processing conditions as influences on foreign language performance (1997)Focus on form: A critical review (2016)Task-Based Language Teaching (2019)The Study of Second Language Acquisition (1996)A Cognitive Approach to Language Learning (1999)Task-based Language Learning and Teaching (2003)Instructed Second Language Acquisition (2011)TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING (2016)Task-based language teaching theory and practice (2020)Individual Differences in Second Language Learning (2014)Vocabulary in Language Teaching (2020)Automatic analysis of syntactic complexity in second language writing (2010)Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development? (2011)Learners’ use of first language (Arabic) in pair work in an EFL class (2010)What makes speech sound fluent? The contributions of pauses, speed and repairs (2012)A simple view of linguistic complexity (2014)Principles of instructed language learning (2005)Defining and operationalising L2 complexity (2012)Discourse Markers and (Dis)fluency (2018)Fluency in Second Language Testing: Insights From Different Disciplines (2018)APTITUDE AND SECOND LANGUAGE ACQUISITION (2005)Phonological short-term memory, working memory and foreign language performance in intensive language learning (2008)Aspects of working memory in L2 learning (2011)
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References

  • 1980Individual differences in working memory and reading6,334 cited
  • 2009Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity1,256 cited
  • 2000Measuring spoken language: a unit for all reasons979 cited
  • 2001Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity921 cited
  • 2009Complexity, Accuracy, and Fluency in Second Language Acquisition861 cited
  • 2003The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production775 cited
  • 2009The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production522 cited
  • 2009Speech production and second language acquisition349 cited
  • 2010The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production334 cited
  • 20029. Individual differences in working memory, noticing of interactional feedback and L2 development320 cited
  • 20051. Planning and task-based performance255 cited
  • 1999Task-based interaction213 cited
  • 2011The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles133 cited

Cited by

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2011
The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?
103 cited
  • 2017Task complexity, modality, and working memory in L2 task performance98 cited
  • 2013Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions75 cited
  • 2012The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech60 cited
  • 2016Strategic and unpressured within-task planning and their associations with working memory60 cited
  • 2012Task difficulty and self‐repair behavior in second language oral production43 cited
  • 2017“I think that's what he's doing”: Effects of intentional reasoning on second language (L2) speech performance42 cited
  • 2017L2 development in an intensive Study Abroad EAP context41 cited
  • 2013The influence of task repetition and task structure on EFL learners' oral narrative retellings37 cited
  • 2022Effects of task type and language proficiency on dialogic performance and task engagement34 cited
  • 2016Phonological and executive working memory in L2 task-based speech planning and performance32 cited
  • 2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
  • 2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited
  • 2013Working Memory and Task Repetition in Second Language Oral Production27 cited