Learning Language through Task Repetition
Editor
After more than 20 years of research, this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assessment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational contexts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning.
[Task-Based Language Teaching, 11] 2018. x, 334 pp.
Publishing status:
© John Benjamins
Table of Contents
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Series Editors’ Preface | pp. vii–x
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IntroductionMartin Bygate | pp. 1–25
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Chapter 1. Task repetition for language learning: A perspective from skill acquisition theoryRobert DeKeyser | pp. 27–41
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Chapter 2. Grammatical structures and oral fluency in immediate task repetition: Trigrams across repeated performancesNel de Jong and Philip Tillman | pp. 43–73
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Chapter 3. The effects of task repetition and task complexity on L2 lexicon useYouJin Kim, Scott Crossley, YeonJoo Jung, Kristopher Kyle and Sanghee Kang | pp. 75–96
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Chapter 4. Discourse performance in L2 task repetitionZhan Wang and Gaowei Chen | pp. 97–116
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Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interactionScott Aubrey | pp. 117–142
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Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral productionXingchao Hu | pp. 143–169
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Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same typeChris Sheppard and Rod Ellis | pp. 171–192
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Chapter 8. Perform, reflect, recycle: Enhancing task repetition in second language speaking classesTony Lynch | pp. 193–222
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Chapter 9. Second language learning through repeated engagement in a poster presentation taskEmi Kobayashi and Masaki Kobayashi | pp. 223–254
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Chapter 10. Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspectiveNatsuko Shintani | pp. 255–278
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Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective: The case of a writing taskRyo Nitta and Kyoko Baba | pp. 279–309
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Chapter 12. Task repetition or task iteration? It does make a differenceDiane Larsen-Freeman | pp. 311–329
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External reviewers
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Index
Cited by (59)
Cited by 59 other publications
Bryfonski, Lara, Yunjung (Yunie) Ku & Alison Mackey
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Cianetti, Licia
2024. Here we go again! Repetition and the Politics of Inclusive Institutional Reform. Journal of European Public Policy 31:5 ► pp. 1295 ff.
Cui, Yachong & Shaoqian Luo
2024. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form. Applied Linguistics Review 15:3 ► pp. 793 ff.
Gu, Qianqian & Kris Van den Branden
2024. The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use. Language Teaching Research
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 0:0
Ishikawa, Masako & Andrea Révész
2024. Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 140 ff.
Kakitani, Joe & Judit Kormos
2024. The effects of distributed practice on second language fluency development. Studies in Second Language Acquisition ► pp. 1 ff.
Li, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 10 ff.
Róg, Tomasz
2024. Teaching L2 pragmatics: The effects of different types of task implementation vs a PPP framework. Neofilolog :62/2 ► pp. 502 ff.
Tabari, Mahmoud Abdi, Sima Khezrlou & Hessameddin Ghanbar
2024. Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance. Language Teaching Research
Yenkimaleki, Mahmood & Vincent J. van Heuven
2024. The effect of fluency training on interpreter trainees’ speech fluency, comprehensibility, and
accentedness. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Fogal, Gary G.
2023. Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping. Language Awareness ► pp. 1 ff.
Fukunaga, Tatsushi
2023. L2 writing development through two types of writing task repetition. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1109 ff.
Gilabert, Roger
2023. Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Education Sciences 13:10 ► pp. 1015 ff.
Hanzawa, Keiko & Yuichi Suzuki
2023. How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment. The Modern Language Journal 107:2 ► pp. 451 ff.
Hunter, Ann‐Marie
2023. The Poster Carousel in the ESL Classroom: What Happens to Learners' L2 Fluency During Same and Parallel‐Task Repetition?. TESOL Quarterly
Jia, Shijiao & Madhubala Bava Harji
2023. Themes, knowledge evolution, and emerging trends in task-based teaching and learning: A scientometric analysis in CiteSpace. Education and Information Technologies 28:8 ► pp. 9783 ff.
Mayo, María del Pilar García & María Luquin
2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2 ► pp. 149 ff.
Pallotti, Gabriele
2023. Constructive dialogue, disruptive criticism and the complex dynamics of academic life. Instructed Second Language Acquisition 7:1 ► pp. 27 ff.
Zawodniak, Joanna, Mariusz Kruk & Mirosław Pawlak
2023. Boredom as an Aversive Emotion Experienced by English Majors. RELC Journal 54:1 ► pp. 22 ff.
Zhang, Weiwei & Aaron Wilson
2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14
Ekiert, Monika, Andrea Révész, Eivind Torgersen & Emily Moss
2022. The role of pausing in L2 oral task performance. TASK. Journal on Task-Based Language Teaching and Learning 2:1 ► pp. 33 ff.
Jackson, Daniel O.
2022. Task-Based Language Teaching,
Kim, YouJin, Bumyong Choi, Hyunae Yun, Binna Kim & Sujeong Choi
2022. Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study. Language Teaching Research 26:6 ► pp. 1106 ff.
LARSEN–FREEMAN, DIANE
2022. Combinations and Connections: Reaching Across Disciplinary Boundaries. The Modern Language Journal 106:S1 ► pp. 132 ff.
Pauwels, Paul
2022. Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas. ITL - International Journal of Applied Linguistics 173:1 ► pp. 153 ff.
Qiu, Xuyan & Gavin Bui
2022. “We Are Responsive on Zoom, but…”. International Journal of Computer-Assisted Language Learning and Teaching 12:2 ► pp. 1 ff.
Qiu, Xuyan & Gavin Bui
2022. Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication. Language Teaching Research ► pp. 136216882211352 ff.
Suzuki, Yuichi, Masaki Eguchi & Nel de Jong
2022. Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective. TESOL Quarterly 56:4 ► pp. 1290 ff.
Suzuki, Yuichi & Keiko Hanzawa
2022. MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 44:2 ► pp. 536 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Baba, Kyoko & Ryo Nitta
2021. Emergence of multiple groups of learners with different writing-development trajectories in classroom: Growth mixture modeling. Journal of Second Language Writing 54 ► pp. 100856 ff.
Bui, Gavin
2021. Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 543 ff.
Calzada, Asier & María del Pilar García Mayo
2021. Effects of proficiency and collaborative work on child EFL individual dictogloss writing. Language Teaching for Young Learners 3:2 ► pp. 246 ff.
Calzada, Asier & María del Pilar García Mayo
2023. Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance?. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 80 ff.
di Gennaro, Kristen & Monika Ekiert
2021. The impact of corrective feedback on English articles. ELT Journal 75:3 ► pp. 290 ff.
Ekiert, Monika & Kristen di Gennaro
2021. Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010). Language Teaching 54:1 ► pp. 71 ff.
Fazio, Alessandra & Claudia Cremasco
2021. Distance learning and the development of speaking skills: Challenges and opportunities. EuroAmerican Journal of Applied Linguistics and Languages 8:2 ► pp. 70 ff.
García Mayo, María del Pilar
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff.
Khezrlou, Sima
2021. Explicit instruction through task repetition: effects on explicit and implicit knowledge development. Language Awareness 30:1 ► pp. 62 ff.
Lambert, Craig, Scott Aubrey & Paul Leeming
2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2 ► pp. 331 ff.
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff.
Skehan, Peter
2022. Chapter 11. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 211 ff.
Suzuki, Yuichi
2021. Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition. Language Learning 71:2 ► pp. 285 ff.
Suzuki, Yuichi
2021. Individual differences in memory predict changes in breakdown and repair fluency but not speed fluency: A short-term fluency training intervention study. Applied Psycholinguistics 42:4 ► pp. 969 ff.
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3 ► pp. 275 ff.
Ellis, Rod
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1 ► pp. 4 ff.
Kim, YouJin, Sanghee Kang, Hyunae Yun, Binna Kim & Bumyong Choi
2020. The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar. Foreign Language Annals 53:4 ► pp. 827 ff.
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020. Chapter 6. The effects of task repetition across modalities and proficiency levels. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 121 ff.
van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink & Nivja de Jong
2020. The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics 171:2 ► pp. 153 ff.
Manchón, Rosa M. & Olena Vasylets
2019. Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence. In The Cambridge Handbook of Language Learning, ► pp. 341 ff.
Newton, Jonathan & Bao Trang Thi Nguyen
2019. Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school. Language Teaching for Young Learners 1:1 ► pp. 34 ff.
NICOLÁS–CONESA, FLORENTINA, ROSA MARÍA MANCHÓN & LOURDES CEREZO
2019. The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition. The Modern Language Journal 103:4 ► pp. 848 ff.
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2 ► pp. 139 ff.
Taguchi, Naoko & YouJin Kim
2018. Chapter 1. Task-based approaches to teaching and assessing pragmatics. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 2 ff.
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Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching