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Article published In:
ITL - International Journal of Applied Linguistics
Vol. 168:2 (2017) ► pp.183–202

Procedural repetition in task-based interaction among young EFL learners

Does it make a difference?

| Public University of Navarre
| University of the Basque Country

Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to repeat a task three times. Their negotiation strategies and general performance (accuracy, fluency and complexity) were analysed. Results show that, in the third repetition, the amount of confirmation checks and repetitions decreased significantly and accuracy timidly improved. All other aspects remained unaffected. The pedagogical implications of these results are also discussed.

Keywords: young learners, task repetition, procedural repetition, negotiation of meaning, CAF, EFL
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Task repetition
    • 2.2Repetition effects on interaction
  • 3.Research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2The task
    • 4.3Procedure
    • 4.4Transcriptions
    • 4.5Data coding
      • 4.5.1Coding of NoM strategies
      • 4.5.2Coding of general competence
  • 5.Results and discussion
  • 6.Discussion and conclusions
  • Acknowledgements
  • Notes
  • References
Published online: 30 December 2017
DOI logo
https://doi.org/10.1075/itl.16024.laz
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