| Popis: |
Standard approaches to second language teaching and theories of adult second language acquisition have been developed almost exclusively with reference to studies of educated and highly educated participants. Notably missing has been consideration of the learning characteristics of the estimated 781 million adults classified as illiterate or functionally illiterate in their L1 (UNESCO, 2015). This study aims to make headway by establishing whether a number of robust findings about oral task performance hold for such learners. This study is a partial replication of Foster & Skehan's (1996) seminal work examining performance across three tasks of differing levels of cognitive load (narrative, personal communication, and decision-making), under three pre-task planning conditions (no planning, undetailed planning, detailed planning), and across three performance dimensions (accuracy, complexity, fluency). |
