Chapter 12. Effects of task repetition on the structure and control of oral language

Bygate, Martin

doi:10.1075/tblt.1.15eff

Cited by 122 publications

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“…In this system, complexity is measured in terms of the number of words per T-unit, where T-unit is defined as "finite clause together with any subordinate clauses dependent on it" (Bygate, 2001, p. 35). Accuracy was measured by calculating the incidence of errors per T-unit; that is, the higher the number, the less accurate the language was (Bygate, 2001).…”

Section: Instrumentationmentioning

confidence: 99%

“…Like the pretest, the researchers recorded and transcribed the oral performances and used Bygate's (2001) standard coding system to code the transcriptions regarding accuracy and complexity. In this coding system, accuracy is counted by the number of errors per T-unit and complexity by number of words per T-unit.…”

Section: Treatmentmentioning

confidence: 99%

“…The monologues were recorded, transcribed, and scored through standard coding scheme to measure the participants' oral speech. The coding process was done in terms of grammatical accuracy and syntactic complexity based on Bygate's (2001) standard coding system. In this system, complexity is measured in terms of the number of words per T-unit, where T-unit is defined as "finite clause together with any subordinate clauses dependent on it" (Bygate, 2001, p. 35).…”

Section: Instrumentationmentioning

confidence: 99%

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Reading input flooding versus listening input flooding: Can they boost speaking skill?

Rashtchi

Yousefi

2017

Journal of Language and Cultural Education

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The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners' speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants' monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998(Skehan, , 2009) between accuracy and complexity.Key words: accuracy, complexity, listening input flooding, reading input flooding, speaking skill Introduction Input enhancement (and input flooding as one of its versions) is SharwoodSmith's (1993) expression for referring to any pedagogical technique that teachers use to make specific features in the input more salient because noticing the input facilitates its learning (Schmidt, 1990). However, the findings in the domain of input enhancement are controversial. While some studies emphasize the usefulness of input enhancement and input flooding techniques (Ellis, 2003;Izumi, 2002;Jourdenais, Ota, Stauffer, Boyson, & Daughty, 1995;Lee, 2007;Rashtchi & Gharanli, 2010;Shook, 1999;Simard, 2009) others minimize their efficacy (Alanen, 1995;Leow, Egi, Nuevo, & Tsai, 2003;Overstreet, 1998;Radwan, 2005;Wong, 2003).Input flooding is an implicit technique of focusing on form in the dichotomy of implicit and explicit activities that attempt to attract students' attention. Spada

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Section: Instrumentationmentioning

confidence: 99%

Section: Treatmentmentioning

confidence: 99%

Section: Instrumentationmentioning

confidence: 99%

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Reading input flooding versus listening input flooding: Can they boost speaking skill?

Rashtchi

Yousefi

2017

Journal of Language and Cultural Education

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“…The definition of task has been very various in the literature (e.g., Prabu, 1987;Bygate, 2001;Ellis, 2000Ellis, , 2003Ellis, , 2005Lee, 2000;Long, 1985Long, , 1991Long, , 1997Long, , 2005Nunan, 2003Nunan, , 2004aRichards and Rodgers, 2001;Salaberry, 2001;Skehan, 1996Skehan, , 1998aSkehan, , 1998bSkehan, , 2003Willis, 1996Willis, , 1998Willis, , 2001. In adequateness of this small section, some of the notions popular in literature and familiar with Willis (1996) -the chosen TBLT model for the textbooks of English at secondary schools are revised.…”

Section: Notion Of Tasks and Tbltmentioning

confidence: 99%

“…Theoretical issues, such as, framework of instruction, task design, Task-based syllabus design has been researched worldwide, and publications on this field bloomed violently (the works of Prabu, 1987;Bygate, 2001;Ellis, 2005;Lee, 2000;Long, 2005;Nunan, 200;Skehan, 1996Skehan, , 2003Willis, 1996). In addition, practical issues of a teaching have been studied to help teachers get over their problems in their classrooms (see Carless, 2003Carless, , 2007Littlewood, 2004Littlewood, , 2007.…”

Section: Introductionmentioning

confidence: 99%

Mother Tongue Use in Task-Based Language Teaching Model

Hùng¹

2012

ELT

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Researches of English language teaching (ELT) have focused on using mother tongue (L1) for years. The proliferation of task-based language teaching (TBLT) has been also occurred. Considerable findings have been made in the existing literature of the two fields; however, no mentions have been made in the combination of these two ELT aspects, i.e., the use of L1 in English as a Second and Foreign Language (L2) classrooms in which TBLT is adopted. Hence, this paper is to make an argumentation in the appropriateness of this combination. Firstly, terminologies related to Tasks and TBLT framework are shortly revised. Secondly, the controversies with for and against views in monolingual approach in second and foreign language teaching (L2 teaching) is mentioned. Lastly, the paper makes an argumentation on why and how to use mother tongue in a modern teaching model as TBLT.

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Task Familiarity and Interactional Feedback in Child ESL Classrooms

2007

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In this article we report on a study undertaken with ESL children between 7 and 8 years old. They carried out communicative tasks in pairs in second language classrooms. We examined patterns of their taskbased conversational interactions while we manipulated their familiarity with the procedure and content of the tasks. We found that learners working through unfamiliar tasks (in terms of both content and procedure) produced more clarification requests and confirmation checks and provided more corrective feedback on nontargetlike utterances to each other. However, learners engaged in procedurally familiar tasks had more opportunities to use feedback, and learners engaged in tasks that were familiar in both content and procedure showed more actual use of feedback. INTERACTION AND FEEDBACK IN ADULT AND CHILD SECOND LANGUAGE ACQUISITIONI t is increasingly accepted that conversational interaction in a second language plays an important facilitative role in second language learning (Gass, 2003;Long, 1996; Mackey, in press). Researchers are now asking how interaction works to bring about these positive developmental effects. Because most classroom interaction is task or activity oriented, one way to address that question is to examine how the structure of interaction varies across different types of tasks and task conditions. In this study, we examine learners' familiarity with the procedure and content of a task, exploring the relationship between task familiarity and the

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Chapter 12. Effects of task repetition on the structure and control of oral language

Cited by 122 publications

References 0 publications

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Reading input flooding versus listening input flooding: Can they boost speaking skill?

Mother Tongue Use in Task-Based Language Teaching Model

Task Familiarity and Interactional Feedback in Child ESL Classrooms

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