Chapter published in:
Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 2741
References

References

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.CrossrefGoogle Scholar
Bird, S.
(2010) Effects of distributed practice on the acquisition of second language English syntax. Applied Psycholinguistics, 31(4), 635–650.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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. CrossrefGoogle 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.CrossrefGoogle Scholar
(2012) Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62(Suppl. 2), 189–200.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340.CrossrefGoogle 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.CrossrefGoogle Scholar
Gatbonton, E., & Segalowitz, N.
(1988) Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22(3), 473–492.CrossrefGoogle Scholar
Henke, K.
(2010) A model for memory systems based on processing modes rather than consciousness. Nature Reviews Neuroscience, 11, 523–532.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
Kerr, R., & Booth, B.
(1978) Specific and varied practice of motor skill. Perceptual and Motor Skills, 46, 395–401.CrossrefGoogle Scholar
Kornell, N., & Bjork, R. A.
(2008) Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19(6), 584–592.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
(2006) Word reading fluency: A transfer appropriate processing account of fluency transfer. Reading and Writing, 19, 517–542.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
Segalowitz, N.
(2003) Automaticity and second languages. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 382–408). Oxford: Blackwell.CrossrefGoogle Scholar
Serrano, R.
(2011) The time factor in EFL classroom practice. Language Learning, 61(1), 117–145.CrossrefGoogle Scholar
Serrano, R., & Muñoz, C.
(2007) Same hours, different time distribution: Any difference in EFL? System, 35, 305–321.CrossrefGoogle 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.CrossrefGoogle Scholar
Spada, N., & Lightbown, P. M.
(2008) Form-focused instruction: isolated or integrated? TESOL Quarterly, 42(2), 181–207.CrossrefGoogle Scholar
Squire, L. R., & Wixted, J. T.
(2011) The cognitive neuroscience of human memory since H.M. Annual Review of Neuroscience, 34, 259–288.CrossrefGoogle Scholar
Stengers, H., Deconinck, J., Boers, F., & Eyckmans, J.
(2016) Does copying idioms promote their recall? Computer Assisted Language Learning, 29(2), 289–301.Crossref.Google Scholar
Suzuki, Y., & DeKeyser, R.
(2016) Exploratory research on L2 distributed practice: An aptitude-by-treatment interaction. Applied Psycholinguistics, 38(1), 27–56.CrossrefGoogle Scholar
(2017) Effects of distributed practice on the automatization of L2 morphosyntax. Language Teaching Research, 21(2), 166–188.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
Trofimovich, P.
(2005) Spoken-word processing in native and second languages: An investigation of auditory word priming. Applied Psycholinguistics, 26(4), 479–504.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle 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.CrossrefGoogle Scholar
Cited by

Cited by 10 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021.  In The Cambridge Handbook of Task-Based Language Teaching, Crossref 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. Crossref logo
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. Crossref logo
Bygate, Martin, Virginia Samuda & Kris Van den Branden
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 27 ff. Crossref logo
Doe, Timothy
2021. Fluency development in an EFL setting: A one-semester study. Language Teaching Research  pp. 136216882110585 ff. Crossref logo
Khezrlou, Sima
2021. Explicit instruction through task repetition: effects on explicit and implicit knowledge development. Language Awareness 30:1  pp. 62 ff. Crossref logo
Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks
2021. 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  pp. e20200116 ff. Crossref logo
O’Reilly, David & Emma Marsden
2021. Elicited metaphoric competence in a second language: a construct associated with vocabulary knowledge and general proficiency?. International Review of Applied Linguistics in Language Teaching 0:0 Crossref 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. Crossref logo
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal Crossref logo

This list is based on CrossRef data as of 27 december 2021. 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.