Rod Ellis | Curtin University, Perth, Australia | Shanghai International Studies University
The study explores the effects of intervening between the performance of the same task and whether these effects transfer to a new task. 40 Japanese university students completed the same monologic narrative task three times and then performed a new task of the same type (Time 4). 20 students just performed the tasks (the task-repetition group). The other 20 engaged in a stimulated recall procedure after the initial performance of the first task (the stimulated recall group). In both groups, structural complexity increased from Time 1 to Time 2 and was maintained, including in the new task. In contrast, accuracy remained the same for both groups when the same task was repeated and decreased notably in the new task. Fluency improved in both groups when the same task was repeated but declined when the new task was performed. However, performance of the new task was still significantly better than at Time 1. No differences were evident in complexity and accuracy between the task-repetition and the stimulated recall groups over time. The stimulated recall group demonstrated greater fluency than the task-repetition group when repeating the same task but not the new task. The chapter concludes with comments on the potential of stimulated recall as a means for enhancing the effects of task repetition.
Adams, R. (2003). L2 output, reformulation and noticing: Implications for IL development. Language Teaching Research, 7(3), 347–376.
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(1), 35–59.
Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
Baleghizadeh, S. & Derakhshesh, A. (2012). The effect of task repetition and noticing on EFL learners’ oral output. International Journal of Instruction, 5(1), 141–152.
Birjandi, P., & Ahangari, S. (2008). Effects of task repetition on the fluency, complexity and accuracy of Iranian EFL learners’ oral discourse. Asian EFL Journal, 10(3), 28–52.
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). Oxford: Heinemann.
Bygate, M. (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.
Bygate, M. (2006). Areas of work that influence L2 speaking instruction. In E. Uso-Juan & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 159–186). Berlin: Mouton DeGruyter.
de Jong, N. & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568.
Egi, T. (2007). Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change. Studies in Second Language Acquisition, 29(4), 511–537.
Egi, T. (2008). Investigating stimulated recall as a cognitive measure: Reactivity and verbal reports in SLA research methodology. Language Awareness, 17(3), 212–228.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied linguistics, 30(4), 474–509.
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340.
Gass, S., & Mackey. A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum Associates.
Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549–581.
Greenhouse, S. W., & Geisser, S. (1959). On methods in the analysis of profile data. Psychometrika, 24(2), 95–112.
Hant, K. (1966). Recent Measures in syntactic Development. Elementary English, 43(7), pp. 732–739
Hawkes, M. L. (2011). Using task repetition to direct learner attention and focus on form. ELT Journal, 66(3), 327–336.
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(3), 829–840.
Levelt, W.1989. Speaking: From intention to articulation. Cambridge: Cambridge University Press.
Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1–38.
Lightbown, P.2008. 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.
Lindgren, E., & Sullivan, K. P. (2003). Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: A case study of two young female writers. Language Awareness, 12(3–4), 172–186.
Lindgren, E. & Sullivan, K. (2003). Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: A case study of two young female writers. Language Awareness, 12, 172–186.
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221–250.
Manchón, R. M. (2014). The distinctive nature of task repetition in writing. Implications for theory, research, and pedagogy. ELIA, 14, 13–41.
Miyake, A., & Shah, P. (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge: Cambridge University Press.
Nation, P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
Patanasorn, C. (2010). Effects of procedural content and task repetition on accuracy and fluency in an EFL context (Unpublished PhD dissertation). Northern Arizona University.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.
Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99–140.
Sheppard, C. (2006). The effects of instruction directed at the gaps second language learners noticed in their oral production (Unpublished PhD dissertation). University of Auckland.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language learning, 49(1), 93–120.
Smagorinsky, P. (2001). Rethinking protocol analysis from a cultural perspective. Annual Review of Applied Linguistics, 21, 233–245.
Thai, C., & Boers, F. (2016). Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. TESOL Quarterly, 50(2), 369–393.
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27.
Cited by (14)
Cited by 14 other publications
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching
Mostafaei Alaei, Mahnaz & Abbas Mansouri
2024. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality. International Review of Applied Linguistics in Language Teaching
2021. Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development. Dutch Journal of Applied Linguistics 10
Khezrlou, Sima
2021. Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition. The Language Learning Journal 49:5 ► pp. 568 ff.
Khezrlou, Sima
2021. Explicit instruction through task repetition: effects on explicit and implicit knowledge development. Language Awareness 30:1 ► pp. 62 ff.
Khezrlou, Sima
2023. Focus on form in task repetition through oral and written task modeling. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 479 ff.
Khezrlou, Sima
2024. Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning 37:1-2 ► pp. 243 ff.
This list is based on CrossRef data as of 30 december 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.