Planning and Interlanguage Variation

Abstract

Having focused previously on attention, cognitively oriented investigations of interlanguage variation and development are turning toward other possible explanatory variables, such as planning. The present study reports on an experiment in which two groups of 20 Japanese learners of English as a second language performed two monologic production tasks with and without time for planning. It was found that providing learners with time to plan their utterances results in interlanguage productions which are more complex in the short run.