Chapter published in:
Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 7596
References

References

Ahmadian, M. J.
(2013) Working memory and task repetition in second language oral production. Asian Journal of English Language Teaching, 23, 37–55.
Ahmadian, M.J., & Tavakoli, M.
(2011) The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15, 35–59.Crossref link
Brysbaert, M., & New, B.
(2009) Moving beyond Kučera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41, 977–990.Crossref link
Bygate, M.
(1996) Effects of task repetition: Appraising the developing language of learners. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). London: Heinemann.
(2001) Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23–48). Harlow: Longman.
(2016) Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44, 381–400. Crossref link
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.Crossref link
Coltheart, M.
(1981) The MRC psycholinguistic database. The Quarterly Journal of Experimental Psychology, 33, 497–505.Crossref link
Crossley, S. A., Cobb, T., & McNamara, D. S.
(2013a) Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System, 41, 965–981.Crossref link
Crossley, S. A., Feng, S., Cai, Z., & McNamara, D. S.
(2013b) Computer simulations of MRC Psycholinguistics Database word properties: Concreteness, familiarity, and imageability. In S. Jarvis & M. Daller (Eds.), Vocabulary knowledge: Human ratings and automated measures (pp. 135–156). Amsterdam: John Benjamins.Crossref link
Crossley, S., & McNamara, D.
(2013) Applications of text analysis tools for spoken response grading. Language Learning & Technology, 17, 171–192.
Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S.
(2011a) What is lexical proficiency? Some answers from computational models of speech data. TESOL Quarterly, 45, 182–193.Crossref link
(2011b) Predicting lexical proficiency in language learner texts using computational indices. Language Testing, 28, 561–580.Crossref link
Dobao, A. F.
(2012) Collaborative dialogue in learner–learner and learner–native speaker interaction. Applied Linguistics, 33, 229–256.Crossref link
Ellis, R.
(2001) Non-reciprocal tasks, comprehension and second language acquisition. In M. Bygate, P. Skehan, & M. Swain. (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 49–74). Harlow: Longman.
Foster, P., & Skehan, P.
(1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323.Crossref link
Foster, P., Tonkyn, A., & Wigglesworth, G.
(2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 21, 354–375.Crossref link
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340.Crossref link
Gass, S., Mackey, A., Alvarez‐Torres, M. J., & Fernández‐García, M.
(1999) The effects of task repetition on linguistic output. Language Learning, 49, 549–581.Crossref link
Guo, L. Crossley, S. A., & McNamara, D. S.
(2013) Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Writing Assessment, 18, 218–238.Crossref link
Haberlandt, K. F., & Graesser, A. C.
(1985) Component processes in text comprehension and some of their interactions. Journal of Experimental Psychology: General, 114, 357–374.Crossref link
Hawkes, M.
(2012) Using task repetition to direct learner attention and focus on form. ELT Journal, 66, 327–336.Crossref link
Jackson, D. O., & Suethanapornkul, S.
(2013) The cognition hypothesis: A synthesis and meta‐analysis of research on second language task complexity. Language Learning, 63, 330–367. Crossref link
Jung, Y., Crossley, S. A., & McNamara, D. S.
(2015) Linguistic features in MELAB writing task performance (Working Paper No. 2015–05). Retrieved from Cambridge Michigan Language Assessment website: http://​www​.cambridgemichigan​.org​/about​-us​/research​/working​-papers/
Just, M. A., & Carpenter, P. A.
(1980) A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329–354.Crossref link
Kim, Y.
(2013) Promoting attention to form through task repetition in. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 3–24). Amsterdam: John Benjamins.Crossref link
(2015) The role of tasks as vehicles for learning in classroom interaction. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 163–181). Malden, MA: Wiley-Blackwell.
Kim, Y., & McDonough, K.
(2011) Using pre-task modeling to encourage collaborative learning opportunities. Language Teaching Research, 15, 1–17.Crossref link
Kim, Y., & Payant, C.
(2014) A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 151–177). London: Bloomsbury Academic.
Kim, Y., & Tracy-Ventura, N.
(2013) The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41, 829–840.Crossref link
Kormos, J.
(2006) Speech production and second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Kuperman, V., Stadthagen-Gonzales, H, & Brysbaert, M.
(2012) Age-of-acquisition ratings for 30,000 English words. Behavior Research Methods, 44, 978–990.Crossref link
Kyle, K. & Crossley, S. A.
(2015) Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49, 757–786.Crossref link
(2016) The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 12–24.Crossref link
Lapkin, S., Swain, M., & Smith, M.
(2002) Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 86, 485–507.Crossref link
Laufer, B., & Nation, P.
(1995) Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16, 307–322.Crossref link
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. Cambridge, MA: The MIT Press.
Long, M.
(2015) Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.
Lynch, T., & Maclean, J.
(2000) Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4, 221–250.Crossref link
Lynch, T.
(2007) Learning from the transcripts of an oral communication task. ELT journal, 61, 311–320.Crossref link
Mackey, A.
(2007) Interaction as practice. In R. M. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 85–110). Cambridge: Cambridge University Press.Crossref link
McCarthy, P. M., & Jarvis, S.
(2010) MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior research methods, 42, 381–392. Crossref link
Meara, P., & Bell, H.
(2001) P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 3, 5–19.
Michel, M. C., Kuiken, F., & Vedder, I.
(2007) The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching, 45, 241–259.Crossref link
Mochizuki, N., & Ortega, L.
(2008) Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12, 11–37.Crossref link
Nation, P.
(2005) Second language vocabulary. In K. Brown (Ed.), Encyclopedia of language and linguistics (Vol. 14, pp. 413–448). Amsterdam: Elsevier.
Patanasorn, C.
(2010) Effects of procedural, content, and task repetition on accuracy and fluency in an EFL context (Unpublished doctoral dissertation). Northern Arizona University, Flagstaff, AZ.
Perfetti, C. A.
(1985) Reading ability. Oxford: Oxford University Press.
Pickering, M. J., & Garrod, S.
(2004) Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27, 169–190.Crossref link
Plonsky, L., & Kim, Y.
(2016) Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97.Crossref link
Rayner, K, & Pollatsek, A.
(1994) The psychology of reading. Englewood Cliffs, NJ: Prentice Hall.
Robinson, P.
(2001) Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287–318). Cambridge: Cambridge University Press.Crossref link
(2007) Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 45, 193–213.Crossref link
Salsbury, T., Crossley, S. A., & McNamara, D. S.
(2011) Psycholinguistic word information in second language oral discourse. Second Language Research, 27, 343–360.Crossref link
Skehan, P.
(2009a) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30, 510–532.Crossref link
(2009b) Models of speaking and the assessment of second language proficiency. In A. Benati (Ed.), Issues in second language proficiency (pp. 203–215). London: Continuum.
(2014) Limited attentional capacity, second language performance, and task-based pedagogy. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 211–260). Amsterdam: John Benjamins.Crossref link
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The cModern Language Journal, 82, 320–337.
Van den Branden, K., Bygate, M., & Norris, J. M.
(2009) Task-based language teaching: Introducing the reader. In K. Van den Branden, M. Bygate & J. M. Norris (Eds.), Task-based language teaching: A reader (pp. 1–13). Amsterdam: John Benjamins.
Vermeer, A.
(2000) Coming to grips with lexical richness in spontaneous speech data. Language Testing, 17, 65–83.Crossref link
Yu, G.
(2009) Lexical diversity in writing and speaking task performances. Applied Linguistics, 31, 236–259.Crossref link
Zipf, G. K.
(1935) The psycho-biology of language. New York, NY: Houghton-Mifflin.
Cited by

Cited by other publications

Khezrlou, Sima
2019. Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency. English Teaching & Learning 43:2  pp. 213 ff. Crossref logo

This list is based on CrossRef data as of 15 december 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.