Learning Language through Task Repetition

| University of Lancaster
ISBN 9789027201133 | EUR 99.00 | USD 149.00
ISBN 9789027201140 | EUR 36.00 | USD 54.00
ISBN 9789027263780 | EUR 99.00/36.00*
| USD 149.00/54.00*
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: Available
Table of Contents
Series Editors’ Preface
Martin Bygate
Chapter 1. Task repetition for language learning: A perspective from skill acquisition theory
Robert M. DeKeyser
Chapter 2. Grammatical structures and oral fluency in immediate task repetition: Trigrams across repeated performances
Nel de Jong and Philip Tillman
Chapter 3. The effects of task repetition and task complexity on L2 lexicon use
YouJin Kim, Scott A. Crossley, YeonJoo Jung, Kristopher Kyle and Sanghee Kang
Chapter 4. Discourse performance in L2 task repetition
Zhan Wang and Gaowei Chen
Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction
Scott Aubrey
Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production
Xingchao Hu
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 type
Chris Sheppard and Rod Ellis
Chapter 8. Perform, reflect, recycle: Enhancing task repetition in second language speaking classes
Tony Lynch
Chapter 9. Second language learning through repeated engagement in a poster presentation task
Emi Kobayashi and Masaki Kobayashi
Chapter 10. Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective
Natsuko Shintani
Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective: The case of a writing task
Ryo Nitta and Kyoko Baba
Chapter 12. Task repetition or task iteration?: It does make a difference
Diane Larsen-Freeman
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2019. Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010). Language Teaching  pp. 1 ff. Crossref logo
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2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1  pp. 4 ff. Crossref logo
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2020. Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study. Language Teaching Research  pp. 136216882091235 ff. Crossref logo
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2020. Task Preparation and Second Language Speech Production. TESOL Quarterly Crossref logo
Manchón, Rosa M. & Olena Vasylets
2019.  In The Cambridge Handbook of Language Learning,  pp. 341 ff. Crossref logo
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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. Crossref logo
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. Crossref logo
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2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2  pp. 139 ff. Crossref logo
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2020. Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition. Language Learning Crossref logo
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This list is based on CrossRef data as of 30 september 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2018017050 | Marc record