P
Pauline Foster
Researcher at St. Mary's University College
Publications - 29
Citations - 6107
Pauline Foster is an academic researcher from St. Mary's University College. The author has contributed to research in topics: Task (project management) & Task analysis. The author has an hindex of 22, co-authored 29 publications receiving 5666 citations. Previous affiliations of Pauline Foster include University of West London & St. Mary's University.
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Journal ArticleDOI
The Influence of Planning and Task Type on Second Language Performance
Pauline Foster,Peter Skehan +1 more
TL;DR: The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity, However, a more complex relationship was discovered between planning and accuracy, and interactions were found between task type and planning conditions.
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Measuring spoken language: a unit for all reasons
TL;DR: The need each of the three authors felt for a reliable and comprehensively defined unit to assist with they analysis of a variety of recordings of native and non-native speakers of English is felt.
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The Influence of Task Structure and Processing Conditions on Narrative Retellings.
Peter Skehan,Pauline Foster +1 more
TL;DR: This article explored the effects of inherent task structure and processing load on performance on a narrative retelling task and found that the fluency of performance was strongly affected by degree of task structure; more structured tasks generated more fluent language.
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Task type and task processing conditions as influences on foreign language performance
Peter Skehan,Pauline Foster +1 more
TL;DR: In this article, the effects of planning and post-task activity on task-based performance have been examined, motivated by the need, given recent claims that taskbased instruction has desirable pedagogic qu...
Journal ArticleDOI
Negotiation for Meaning and Peer Assistance in Second Language Classrooms
Pauline Foster,Amy Snyder Ohta +1 more
TL;DR: The authors investigated the value of language classroom negotiation of meaning from both cognitive and sociocultural perspectives and found that learners actively assisting each other to transact the task through co-construction and prompting.