To investigate the outcome of pre-task planning on oral English proficiency of L2 learners,this paper studies the performance of students who are typically representatives from the high,intermediate and low oral proficiency levels.

This paper studies the effect of different lengths of pre-task planning time on the frequency and accuracy of self-repairs for Chinese intermediate and advanced English learners.

The purpose of this study is to investigate how manipulation of different pre-task planning time can have different effects on the frequency, distribution and accuracy of self-repair for Chinese intermediate and advanced L2 learners.

Unlike the traditional 3P teaching method,task-driven teaching method grants Spoken English Teaching with task as the carrier through the process of task designing,task preparation,task demonstration and discussion and exchange.

A model on evaluating operational readiness of an air fleet during mission ready time;