ABSTRACT
The inclusion of planning time in semi-direct oral interaction tests adds considerably to the overall length of the test, and it is important to investigate whether the increase in length is justified by the language outcome. Previous research has shown that the effect of planning time in second language can differentially influence the resultant discourse (e.g., Crookes, 1989; Ellis, 1987) with planned discourse eliciting more complex language on a range of measures. However, where planning time has been provided it has generally been a substantial amount of time (ten minutes or more), and in a second language classroom situation, rather than a testing situation. Where planning time is provided in an oral interaction test it is generally limited to one or two minutes. In this study planning time was manipulated as a variable in a trial administration of a semi-direct test. Discourse analytic techniques were then used to determine the nature and/or significance of differences in the elicited discourse across the two conditions in terms of fluency, complexity and accuracy. The results are discussed in relation to the role of cognitive load on the test-taker and in relation to the implications for test design.
