Intermediate Proficiency Learners' Cognitive Pre-task Planning Process
The IP learners' cognitive pre-task planning process and its serial, parallel and incremental nature is most clearly illustrated by the following extract (see Extract 2) of the think-aloud data of Participant 16.
An overview of Extract 2 shows that Participant 16 set her communicative goal and planned four messages for her speech. In the first message, she declared her position concerning university uniforms. In the second, third, and fourth messages, she expressed her reasons underlying her position.
Participant 16 began her think-aloud by articulating, in Thai, two sentences meaning, "I have to decide which one is better. Your position, I should say I think I think we should wear uniform." (c-units 1 to 2). It is likely that while articulating the first sentence the participant was setting her communicative goal for the argumentative speech, and while articulating the second sentence she was probably performing the conceptualization stage for the first preverbal message that expressed her position, and that the Thai sentence meaning, "I think we should wear uniform.(c-unit 2)" represented the first preverbal message. After articulating the first preverbal message, she spoke aloud, in English, "I think we should wear uniform S-H-O-U-L-D W-E-A-R wear(c-unit 3)" This sentence suggests that she was probably performing simultaneously the formulation and production stages. That is, she was forming an English representation for the first part of the first preverbal message while noting it on her note sheet.
After planning the first part of the first preverbal message, she planned its second part. She first articulated, in Thai and English, sentences meaning, "We should wear a uniform, a uniform. I think we should wear a uniform. Try to combine content, and verb and grammar while planning" (c-units 4 to 5). It was possible that while saying aloud these sentences she was performing the conceptualization stage to produce a preverbal message for the second part (i.e., when we go to school) of the first preverbal message.
กระบวนการวางแผนงานล่วงหน้ารับรู้ของผู้เรียนความชำนาญกลาง เรียน IP รับรู้งานก่อนการวางแผนประมวลผล และลักษณะอนุกรม ขนาน และเพิ่มจะแสดงชัดเจนที่สุด โดยการดึงข้อมูลต่อไปนี้ (ดูแยก 2) คิดว่าเสียงข้อมูลของผู้เข้าร่วม 16 ภาพแยก 2 แสดงว่า ผู้เข้าร่วม 16 ตั้งเป้าหมายหลักของเธอ และข้อสี่สำหรับคำพูดของเธอที่วางแผนไว้ ในข้อแรก เธอประกาศตำแหน่งของเธอเกี่ยวกับเครื่องแบบของมหาวิทยาลัย ในที่สอง สาม สี่ข้อความ เธอแสดงเหตุผลของเธอต้นตำแหน่งของเธอ Participant 16 began her think-aloud by articulating, in Thai, two sentences meaning, "I have to decide which one is better. Your position, I should say I think I think we should wear uniform." (c-units 1 to 2). It is likely that while articulating the first sentence the participant was setting her communicative goal for the argumentative speech, and while articulating the second sentence she was probably performing the conceptualization stage for the first preverbal message that expressed her position, and that the Thai sentence meaning, "I think we should wear uniform.(c-unit 2)" represented the first preverbal message. After articulating the first preverbal message, she spoke aloud, in English, "I think we should wear uniform S-H-O-U-L-D W-E-A-R wear(c-unit 3)" This sentence suggests that she was probably performing simultaneously the formulation and production stages. That is, she was forming an English representation for the first part of the first preverbal message while noting it on her note sheet. After planning the first part of the first preverbal message, she planned its second part. She first articulated, in Thai and English, sentences meaning, "We should wear a uniform, a uniform. I think we should wear a uniform. Try to combine content, and verb and grammar while planning" (c-units 4 to 5). It was possible that while saying aloud these sentences she was performing the conceptualization stage to produce a preverbal message for the second part (i.e., when we go to school) of the first preverbal message.
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