Part of
Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 2741
Anderson, J. R., Fincham, J. M., & Douglass, S.
(1997) The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 23(4), 932–945.Google Scholar
Arevart, S., & Nation, P.
(1991) Fluency improvement in a second language. RELC Journal, 22, 84–94.DOI logoGoogle Scholar
Bird, S.
(2010) Effects of distributed practice on the acquisition of second language English syntax. Applied Psycholinguistics, 31(4), 635–650.DOI logoGoogle Scholar
Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A.
(2013) Why interleaving enhances inductive learning: The roles of discrimination and retrieval. Memory and Cognition, 41(3), 393–402.DOI logoGoogle Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R.
(1999) How people learn. Brain, mind, experience, and school. Washington, DC: National Academy Press.Google Scholar
Bygate, M., & Samuda, V.
(2005) Integrative planning through the use of task-repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37–74). Amsterdam: John Benjamins.DOI logoGoogle Scholar
Bygate, M.
this volume). Introduction. In M. Bygate Ed. Learning language through task repetition 1 25 Amsterdam John Benjamins
Carpenter, S. K., & Mueller, F. E.
(2013) The effects of interleaving versus blocking on foreign language pronunciation learning. Memory and Cognition, 41, 1–12.DOI logoGoogle Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D.
(2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.DOI logoGoogle Scholar
Chein, J., & Schneider, W.
(2005) Neuroimaging studies of practice-related change: fMRI and meta-analytic evidence of a domain-general control network for learning. Cognitive Brain Research, 25(3), 607–623.DOI logoGoogle Scholar
de Jong, N.
(2005) Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition, 27(2), 205–234.DOI logoGoogle Scholar
de Jong, N., & Perfetti, C. A.
(2011) Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 62(2), 533–568.DOI logoGoogle Scholar
de Jong, N. & Tillman, P.
this volume). Grammatical structures and oral fluency in immediate task repetition. In M. Bygate Ed. Learning language through task repetition 43 73 Amsterdam John Benjamins
DeKeyser, R. M.
(1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19(2), 195–221.DOI logoGoogle Scholar
(2009) Cognitive-psychological processes in second language learning. In M. Long & C. Doughty (Eds.), Handbook of second language teaching (pp. 119–138). Chichester: Wiley-Blackwell.DOI logoGoogle Scholar
(2012) Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62(Suppl. 2), 189–200.DOI logoGoogle Scholar
DeKeyser, R.
(2015) Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition. An introduction (pp. 94–112). London: Routledge.Google Scholar
(2017) Knowledge and skill in SLA. In S. Loewen & M. Sato (Eds.), Handbook of instructed second language acquisition (pp. 15–32). London: Routledge.Google Scholar
De Ridder, I., Vangehuchten, L., & Seseña Gómez, M.
(2007) Enhancing automaticity through task-based language learning. Applied Linguistics, 28(2), 309–315.DOI logoGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
(2016) Focus on Form: A critical review. Language Teaching Research, 20(3), 405–428.DOI logoGoogle Scholar
Ericsson, K. A.
(2006) The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–703). Cambridge: Cambridge University Press.DOI logoGoogle Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C.
(1993) The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.DOI logoGoogle Scholar
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340.DOI logoGoogle Scholar
Gade, M., Druey, M. D., Souza, A. S., & Oberauer, K.
(2014) Interference within and between declarative and procedural representations in working memory. Journal of Memory and Language, 76, 174–194.DOI logoGoogle Scholar
Gatbonton, E., & Segalowitz, N.
(1988) Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22(3), 473–492.DOI logoGoogle Scholar
Henke, K.
(2010) A model for memory systems based on processing modes rather than consciousness. Nature Reviews Neuroscience, 11, 523–532.DOI logoGoogle Scholar
Hill, N. M., & Schneider, W.
(2006) Brain changes in the development of expertise: Neuroanatomical and neurophysiological evidence about skill-based adaptations. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 653–682). Cambridge: Cambridge University Press.DOI logoGoogle Scholar
Kang, S. H. K., & Pashler, H.
(2012) Learning painting styles: Spacing is advantageous when it promotes discriminative contrast. Applied Cognitive Psychology, 26(1), 97–103.DOI logoGoogle Scholar
Kerr, R., & Booth, B.
(1978) Specific and varied practice of motor skill. Perceptual and Motor Skills, 46, 395–401.DOI logoGoogle Scholar
Kornell, N., & Bjork, R. A.
(2008) Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19(6), 584–592.DOI logoGoogle Scholar
Lightbown, P.
(2007) Transfer appropriate processing as a model for classroom second language acquisition. In Z. Han (Ed.), Understanding second language process (pp. 27–44). Clevedon: Multilingual Matters.Google Scholar
Logan, G.
(2002) An instance theory of attention and memory. Psychological Review, 109(2), 376–400.DOI logoGoogle Scholar
Long, M.
(2015) Task-based language learning. Oxford: Wiley-Blackwell.Google Scholar
Martin-Chang, S. L., & Levy, B. A.
(2005) Fluency transfer: Differential gains in reading speed and accuracy following isolated word and context training. Reading and Writing, 18, 343–376.DOI logoGoogle Scholar
(2006) Word reading fluency: A transfer appropriate processing account of fluency transfer. Reading and Writing, 19, 517–542.DOI logoGoogle Scholar
Morris, D. D., Bransford, J. D., & Franks, J. J.
(1977) Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533.DOI logoGoogle Scholar
Nakata, T.
(2015) Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37(4), 677–711.DOI logoGoogle Scholar
Newell, A., & Rosenbloom, P. S.
(1981) Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1–55). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Norris, J.
(2009) Task-based teaching and testing. In M. H. Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Oxford: Wiley-Blackwell.DOI logoGoogle Scholar
Osthus, P.
(2014) Is interleaved practice better than blocked practice for aurally presented grammar rules? A comparison of online- and laboratory-based methodologies (Unpublished qualifying paper). University of Maryland.Google Scholar
Rodgers, D. M.
(2011) The automatization of verbal morphology in instructed second language acquisition. IRAL, 49, 295–319.DOI logoGoogle Scholar
Roediger, H. L. I., Gallo, D. A., & Geraci, L.
(2002) Processing approaches to cognition: The impetus from the levels-of-processing framework. Memory, 10(5/6), 319–332.Google Scholar
Rohrer, D.
(2015) Student instruction should be distributed over long time periods. Educational Psychology Review, 27, 635–643.DOI logoGoogle Scholar
Rosenbloom, P., & Newell, A.
(1987) Learning by chunking: A production system model of practice. In D. Klahr, P. Langley, & R. Neches (Eds.), Production system models (pp. 221–286). Cambridge, MA: The MIT Press.Google Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Houndmills: Palgrave MacMillan.DOI logoGoogle Scholar
Segalowitz, N.
(2003) Automaticity and second languages. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 382–408). Oxford: Blackwell.DOI logoGoogle Scholar
Serrano, R.
(2011) The time factor in EFL classroom practice. Language Learning, 61(1), 117–145.DOI logoGoogle Scholar
Serrano, R., & Muñoz, C.
(2007) Same hours, different time distribution: Any difference in EFL? System, 35, 305–321.DOI logoGoogle Scholar
Sheppard, C.
(2006) The effects of instruction directed at the gaps second language learners noticed in their oral production. (Unpublished Ph.D. dissertation), University of Auckland, New Zealand.Google Scholar
Singley, M. K., & Anderson, J. R.
(1989) The transfer of cognitive skill. Cambridge, MA: Harvard University Press.Google Scholar
Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A.
(2014) Isolated and integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453–473.DOI logoGoogle Scholar
Spada, N., & Lightbown, P. M.
(2008) Form-focused instruction: isolated or integrated? TESOL Quarterly, 42(2), 181–207.DOI logoGoogle Scholar
Squire, L. R., & Wixted, J. T.
(2011) The cognitive neuroscience of human memory since H.M. Annual Review of Neuroscience, 34, 259–288.DOI logoGoogle Scholar
Stengers, H., Deconinck, J., Boers, F., & Eyckmans, J.
(2016) Does copying idioms promote their recall? Computer Assisted Language Learning, 29(2), 289–301.DOI logo.Google Scholar
Suzuki, Y., & DeKeyser, R.
(2016) Exploratory research on L2 distributed practice: An aptitude-by-treatment interaction. Applied Psycholinguistics, 38(1), 27–56.DOI logoGoogle Scholar
(2017) Effects of distributed practice on the automatization of L2 morphosyntax. Language Teaching Research, 21(2), 166–188.DOI logoGoogle Scholar
Thai, C., & Boers, F.
(2016) Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. TESOL Quarterly, 50(2), 369–393.DOI logoGoogle Scholar
Toppino, T. C., & Gerbier, E.
(2014) About practice: Repetition, spacing, and abstraction. Psychology of Learning and Motivation. Advances in Research and Theory, 60, 113–189.DOI logoGoogle Scholar
Trofimovich, P.
(2005) Spoken-word processing in native and second languages: An investigation of auditory word priming. Applied Psycholinguistics, 26(4), 479–504.DOI logoGoogle Scholar
Vatz, K., Tare, M., Jackson, S. R., & Doughty, C. J.
(2013) Aptitude-treatment interaction studies in second language acquisition. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 273–292). Amsterdam: John Benjamins.DOI logoGoogle Scholar
Wahlheim, C. N., Dunlosky, J., & Jacoby, L. L.
(2011) Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging. Memory and Cognition, 39(4), 750–763.DOI logoGoogle Scholar
Zulkiply, N., & Burt, J. S.
(2013) The examplar interleaving effect in inductive learning: moderation by the difficulty of category discriminations. Memory and Cognition, 41(1), 16–27.DOI logoGoogle Scholar
Cited by

Cited by 14 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Bourgoin, Renée & Josée Le Bouthillier
2023. A task-based framework for oral language instruction in support of young language learners in French immersion. TASK. Journal on Task-Based Language Teaching and Learning 3:1  pp. 74 ff. DOI logo
Budach, Gabriele, Dimitri Efremov, Daniela Loghin & Gohar Sharoyan
2021. Conversing with Humans and Objects: On Repetition and the Curative Power in Animation Making. The Canadian Modern Language Review 77:4  pp. 353 ff. DOI logo
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. DOI logo
Bygate, Martin, Virginia Samuda & Kris Van den Branden
2021. A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 27 ff. DOI logo
Doe, Timothy
2021. Fluency development in an EFL setting: A one-semester study. Language Teaching Research  pp. 136216882110585 ff. DOI logo
Green, Kieran
2023. Identification of commonalities across different languages. Frontiers in Language Sciences 2 DOI logo
Khezrlou, Sima
2021. Explicit instruction through task repetition: effects on explicit and implicit knowledge development. Language Awareness 30:1  pp. 62 ff. DOI logo
Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks
2022. L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française. The Canadian Modern Language Review 78:2  pp. 91 ff. DOI logo
O’Reilly, David & Emma Marsden
2023. Elicited metaphoric competence in a second language: a construct associated with vocabulary knowledge and general proficiency?. International Review of Applied Linguistics in Language Teaching 61:2  pp. 287 ff. DOI logo
Rogers, John
2023. Spacing Effects in Task Repetition Research. Language Learning 73:2  pp. 445 ff. DOI logo
Suzuki, Yuichi
2021. Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition. Language Learning 71:2  pp. 285 ff. DOI logo
Suzuki, Yuichi, Masaki Eguchi & Nel de Jong
2022. Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective. TESOL Quarterly 56:4  pp. 1290 ff. DOI logo
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3  pp. 551 ff. DOI logo

This list is based on CrossRef data as of 20 february 2024. 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.