Chapter published in:
Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 125
References

References

Bereiter, C. & Scardamalia, M.
(1987) The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Brumfit, C. J.
(1984) Communicative methodology in language teaching. Cambridge: Cambridge University Press.Google Scholar
Bruner, J. S.
(1960) The process of education. Cambridge, MA: Harvard University Press.Google Scholar
(1983) Child’s talk. Cambridge: Cambridge University Press.Google Scholar
Bygate, M.
(1996) Effects of task repetition: Appraising the developing language of learners. In D. Willis & J. Willis (Eds.), Challenge and change in language teaching (pp. 36–46). London: Heinemann.Google Scholar
(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: Pearson Education.Google Scholar
(2006) Areas of research 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 de Gruyter.CrossrefGoogle Scholar
Bygate, M., & Samuda, V.
(2005) Integrative planning and 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
Cameron, L. J., Moon, J., & Bygate, M.
(1996) Development of bilingual pupils in the mainstream. Language and Education, 10(4), 221–36.CrossrefGoogle Scholar
Chatham, R. E.
(2009) The 20th century revolution in military training. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 27–60). Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C. & Bivens-Tatum, J.
(2008) Cognitive models of writing: Writing proficiency as a complex integrated skill (ETS Report RR-08–55). Princeton, NJ: ETS.Google Scholar
Ericsson, K. A.
(2009) Enhancing the development of professional performance: Implications from the study of deliberate practice. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 405–431). Cambridge: Cambridge University Press.CrossrefGoogle Scholar
(Ed.) (2009) Development of professional expertise. Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Ericsson, K. A., Charness, N., Feltovich, P. J., Hoffman, R. R.
(Eds.) (2006) The Cambridge handbook of expertise and expert performance. Cambridge: Cambridge University Press.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
(2005) Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325–353.CrossrefGoogle Scholar
Hattie, J., & Timperley, H.
(2007) The power of feedback. Review of Educational Research, 77, 81–112.CrossrefGoogle Scholar
Johnson, K.
(1996) Language teaching and skill learning. Oxford: Blackwell.Google Scholar
Johnson, K., & Jackson, S.
(2006) Comparing language teaching and other-skill teaching: Has the language teacher anything to learn? System, 34, 532–546.CrossrefGoogle Scholar
Kahneman, D.
(2012) Thinking, fast and slow. Harmondsworth: Penguin.Google Scholar
Kormos, J.
(2006) Speech production and second language acquisition. Mahwah, MJ: Lawrence Erlbaum Associates.Google Scholar
Lajoie, S. P.
(2009) Developing professional expertise with a cognitive apprenticeship model: Examples from avionics and medicine. In K. A. Ericsson (Ed.), Development of professional expertise (pp. 61–83). Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Levelt, W. J. M.
(1978) Skill theory and language teaching. Studies in Second Language Acquisition, 1(1), 53–70.CrossrefGoogle Scholar
(1989) Speaking. From intention to articulation. Cambridge, MA: The MIT Press.Google Scholar
Lynch, T., & Maclean, J.
(2000) Exploring the benefits of task repetition and recycling for classroom language learning. Special issue Tasks in language pedagogy. Language Teaching Research, 4(3), 221–250.CrossrefGoogle Scholar
(2001) A case of exercising: Effects of immediate task repetition on learners’ performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 141–162). Harlow: Pearson Education.Google Scholar
Long, M. H.
(2015) Second language acquisition and task-based language teaching. Chichester: Wiley.Google Scholar
Pinter, A.
(2005) Task repetition with 10-year-old children. In C. Edwards, & J. R. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 113–126). Houndmills: Palgrave Macmillan.CrossrefGoogle Scholar
(2007) What children say: Benefits of task repetition. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 131–158). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Plough, I., & Gass, S.
(1993) Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes & S. M. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 35–56). Clevedon: Multilingual Matters.Google Scholar
Robinson, P.
(2015) The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 239–264). Amsterdam: John Benjamins.CrossrefGoogle Scholar
Tomasello, M.
(2003) Constructing a language. A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Willis, J.
(1996) A framework for task-based learning. Harlow: Longman.Google Scholar
Cited by

Cited by other publications

No author info given
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56], Crossref logo
No author info given
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56], Crossref logo
Hidalgo, María Ángeles & María del Pilar García Mayo
2019. The influence of task repetition type on young EFL learners’ attention to form. Language Teaching Research  pp. 136216881986555 ff. Crossref logo
Kartchava, Eva & Hossein Nassaji
2019. The role of task repetition and learner self-assessment in technology-mediated task performance. ITL - International Journal of Applied Linguistics 170:2  pp. 180 ff. Crossref logo

This list is based on CrossRef data as of 30 august 2020. 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.