Learning Language through Task Repetition

Jong, Nel de; Tillman, Philip

doi:10.1075/tblt.11

Cited by 104 publications

(9 citation statements)

References 26 publications

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“…Repeating the same, or a similar task at the end of the sequence counters the transitory 'one-off' nature of speech and frees up attentional resources. This helps learners progress after their initial attempt (Bygate, 2001(Bygate, , 2018Goh, 2007;Goh & Burns, 2012), both in terms of accuracy (e.g. Lynch & Maclean, 2001;Fukuta, 2016) and fluency (e.g.…”

Section: Information Gap Tasksmentioning

confidence: 99%

The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

Batenburg

Oostdam

Gelderen

et al. 2019

ITL

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Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.

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Section: Information Gap Tasksmentioning

confidence: 99%

The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

Batenburg

Oostdam

Gelderen

et al. 2019

ITL

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“…TR constitutes, therefore, a common human activity. Bygate (2018) recently defined the construct of TR as "the repetition of a given configuration of purposes, and a set of content information" (p. 2). This definition underlines the idea that nothing can be exactly repeated and that, consequently, changes may happen from one performance to the next.…”

Section: Task Repetitionmentioning

confidence: 99%

“…This definition underlines the idea that nothing can be exactly repeated and that, consequently, changes may happen from one performance to the next. These constitute, in fact, the key elements of TR: how learners' performances vary from one iteration to another, and how these changes relate to language acquisition (Bygate, 2018).…”

Section: Task Repetitionmentioning

confidence: 99%

“…In general, fluency gains have been reported, whereas the evidence regarding complexity and accuracy is more variable (Ahmadian & Tavakoli, 2011;Bagheri, Rahimi, & Riasati, 2012;Bret Blasco, 2014;Bygate, 2001;Bygate & Samuda, 2005;García Mayo, Imaz Agirre, & Azkarai, 2017;Hidalgo, 2018;Hu, 2018;Lynch & Maclean, 2000;Pinter, 2006Pinter, , 2007Pinter, , 2011Sample & Michel, 2014). The fact that findings regarding some aspects are inconclusive (Bui et al, 2018;Bygate, 2018) may be partly due to the great diversity of variables analyzed (context, age, level, tasks, and time span between repetitions) (Lázaro-Ibarrola & Hidalgo, 2017).…”

Section: Task Repetitionmentioning

confidence: 99%

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Task repetition and collaborative writing by EFL children: Beyond CAF measures

Hidalgo

Ibarrola

2020

10.14746/ssllt

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Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.

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“…Chapter 6, co-authored by Alberto J. Sánchez, Rosa M. Manchón and Roger Gilabert, reports on a study that is part of the larger research programme mentioned above. Against the background of Bygate's (2018) edited volume on task repetition, this study focuses on the effects of task repetition and proficiency levels on a writing task, using complexity, accuracy and fluency (CAF) measures. 29 Spanish EFL students of two proficiency levels performed a picture-prompted decision making task twice, either writing or speaking.…”

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confidence: 99%

Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas

Pauwels

2021

ITL

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This hefty volume contains a tightly edited collection of seventeen papers. The papers are arranged in three parts: a first part with four theoretical perspectives on the relation between writing and L2 learning, a second part with eight papers reporting on empirical research, four of which are part of a broader research programme conducted by researchers from the University of Barcelona and the University of Murcia, and a third part with three further papers that attempt to define areas for future research. Tight editing means that most authors are, as it were, singing from the same hymn sheet, which creates coherence, but at the same time causes some redundancy across the different papers.The lengthy introduction sets the scene. The editor first outlines a perspective on the evolution of writing for language learning research, identifying three key developments in Cumming's (1990); Harklau's (2002) and Manchón and Roca de Larios' (2007) position papers. This is followed by a brief survey of the two main strands of empirical research -investigations into the process of writing, and investigations into written corrective feedback (WCF). So far, it seems, "the insights obtained […] shed light mainly on short-term learning effects, especially effects on learning products" (o.c. 14), and Manchón singles out two areas meriting further attention: the intense cognitive activity typical of writing which Cumming (1990) identified as 'conducive' to language learning, and the instructed SLA perspective -how writing should fit into the overall curriculum -identified by Harklau (2002). The chapter concludes with rather elaborate previews extolling the virtues of each paper -it almost reads like a review.In chapter two, Alister Cumming reviews the theoretical frameworks that have been used in studying the contribution of L2 writing to L2 learning. He starts by identifying three established research perspectives on the issue: the study of processes of transfer from L1 to L2, the study of the nature of the writing process as enabling attention and focus, and the study of socialization into discourse communities. He then identifies ten claims made in these different frameworks, and situates them within broader theories of language learning (behaviorist, cog-

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Learning Language through Task Repetition

Cited by 104 publications

References 26 publications

The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

Task repetition and collaborative writing by EFL children: Beyond CAF measures

Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas

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