Learning Language through Task Repetition

Editor
| University of Lancaster
HardboundAvailable
ISBN 9789027201133 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027201140 | EUR 36.00 | USD 54.00
 
e-Book
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
vii–x
Introduction
Martin Bygate
1–25
Chapter 1. Task repetition for language learning: A perspective from skill acquisition theory
Robert M. DeKeyser
27–41
Chapter 2. Grammatical structures and oral fluency in immediate task repetition: Trigrams across repeated performances
Nel de Jong and Philip Tillman
43–73
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
75–96
Chapter 4. Discourse performance in L2 task repetition
Zhan Wang and Gaowei Chen
97–116
Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction
Scott Aubrey
117–142
Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production
Xingchao Hu
143–169
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
171–192
Chapter 8. Perform, reflect, recycle: Enhancing task repetition in second language speaking classes
Tony Lynch
193–222
Chapter 9. Second language learning through repeated engagement in a poster presentation task
Emi Kobayashi and Masaki Kobayashi
223–254
Chapter 10. Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective
Natsuko Shintani
255–278
Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective: The case of a writing task
Ryo Nitta and Kyoko Baba
279–309
Chapter 12. Task repetition or task iteration?: It does make a difference
Diane Larsen-Freeman
311–329
Cited by

Cited by other publications

Ekiert, Monika & Kristen di Gennaro
2019. Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010). Language Teaching  pp. 1 ff. Crossref logo
Manchón, Rosa M. & Olena Vasylets
2019.  In The Cambridge Handbook of Language Learning,  pp. 341 ff. Crossref logo
Newton, Jonathan & Bao Trang Thi Nguyen
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
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2  pp. 139 ff. Crossref logo
Taguchi, Naoko & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. Crossref logo
van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink & Nivja de Jong
2019. The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics Crossref logo

This list is based on CrossRef data as of 25 october 2019. 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.

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