The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?

Ahmadian, Mohammad Javad

doi:10.1080/09571736.2010.545239

Cited by 53 publications

(50 citation statements)

References 18 publications

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“…The results of this study are in line with the results of previous studies on output-based task repetition (e.g., Ahmadian, 2011;Bygate & Samuda, 2005), which find that task repetition can enhance L2 learners' production and acquisition. Takimoto (2012) also finds that identical task repetition and task type repetition are both effective in improving L2 learners' pragmatic competence.…”

supporting

confidence: 82%

Effects of Task Repetition and EFL Proficiency on English Speech Act Production

Ahmadi

Ghaemi

2017

SSRN Journal

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Interlanguage pragmatics (ILP) studies substantiate the teachability of some aspects of second language (L2) pragmatics. However, there are controversies over the most effective instructional methods. Therefore, following a comparison group design, the present study aims to investigate the relative efficacy of two conditions of output-production task repetition on high-and lowlevel English as a foreign language (EFL) learners' production of speech acts. The main effects of the instructional conditions, EFL proficiency level, and the potential interaction between them are examined. Two classes of English-major students take speech act lessons involving outputgeneration task repetition as follows: (1) the implicit task-repetition (ITR) group is provided with visually enhanced input plus a consciousness raising task before repeating the outputgeneration tasks, and (2) the explicit task-repetition (ETR) group is provided with input plus metapragmatic information before repeating the output-generation tasks. The learners' speech act production is assessed through a written discourse completion test (WDCT) across a pretest and a posttest. The results demonstrate significant gains for both groups from the pretest to the posttest. Moreover, the ETR group significantly outperforms the ITR group in the posttest. Furthermore, EFL proficiency level is found to have a significant effect on learners' speech act production, with high-level learners outperforming low-level learners. The results reveal no significant interaction between the effects of instructional condition and EFL proficiency level. Regarding pedagogical implications, the findings attest the efficacy of output-generation task repetition in L2 speech acts instruction, particularly when task repetition is coupled with explicit instruction.

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confidence: 82%

Effects of Task Repetition and EFL Proficiency on English Speech Act Production

Ahmadi

Ghaemi

2017

SSRN Journal

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“…Researchers have found the triadic framework useful in explaining different aspects of the speech production process. For example, speed fluency is hypothesized to reflect the degree of automaticity (Kahng, ; Skehan, ); breakdown fluency indicates difficulties at the conceptualization and formulation stages of Levelt's model (explained below; Kormos, ); and repair fluency reflects the monitoring processes of the L2 production process (Ahmadian, ; Kormos, ).…”

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confidence: 99%

To What Extent Are Multiword Sequences Associated With Oral Fluency?

Tavakoli

Uchihara

2019

Language Learning

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This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency (speed, breakdown, repair) and MWSs (frequency, proportion, association). Results showed that (a) high-frequency n-grams correlated positively with articulation rate; (b) n-gram proportion correlated negatively with frequency of mid-clause pauses; and (c) n-gram association strength correlated positively with frequency of end-clause pauses and negatively with repair frequency. Qualitative analysis suggested that the test-takers borrowed some task-specific n-grams from the task instructions and used them frequently in their performance. Whereas lower proficiency speakers used these n-grams verbatim, C1 level speakers used them competently in a variety of forms. We discuss significant implications of the findings for phraseology and language testing research.

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“…8 8 The effects of repeating similar or identical tasks on L2 oral performance has been demonstrated in several studies (see Ahmadian 2011 for a recent review). Although the tasks used in this investigation were quite different in terms of the level of difficulty, it was assumed that a one‐week interval between the two occasions of data collection might offset the beneficial effects of task repetition. …”

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confidence: 99%

Task difficulty and self‐repair behavior in second language oral production

Ahmadian

Abdolrezapour

Ketabi

2012

Int J App Linguistics

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This study investigated how the degree of task difficulty, operationalized as the existence of a loose or tight storyline structure, affects self‐repair behavior in L2 oral speech. Thirty Iranian female lower‐intermediate EFL learners performed two oral narrative tasks, with loose and tight storyline structures. Then, they listened to the audio‐tapes of their own performances and were asked to report their thoughts at the time they were performing the task, retrospectively. Results of the analyses revealed that there is a relationship between task difficulty and self‐repair behavior such that with the difficult task, participants mostly effectuated appropriacy and different‐information repairs. However the participants who performed the less difficult task were predominantly concerned with rectifying their ungrammatical or lexically inappropriate utterances and therefore executed error‐repairs more frequently.

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The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?

Cited by 53 publications

References 18 publications

Effects of Task Repetition and EFL Proficiency on English Speech Act Production

Effects of Task Repetition and EFL Proficiency on English Speech Act Production

To What Extent Are Multiword Sequences Associated With Oral Fluency?

Task difficulty and self‐repair behavior in second language oral production

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