Part of
Learning Language through Task RepetitionEdited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 1–25
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 1–25
Introduction
Article outline
- The construct of ‘task repetition’
- Tasks as attentional frames
- Task repetition studies within TBLT research
- Early research into task repetition
- Task repetition and learning in different fields
- Task repetition in language pedagogy
- Type 1 task repetition
- Type 2 task repetition
- Type 3 task repetition
- Type 4 task repetition
- Type 5 task repetition
- Type 6 task repetition
- Pedagogical applications of task repetition
- The scope of the volume
- Envoi
-
References
References (33)
Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Brumfit, C. J. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
(1983). Child’s talk. Cambridge: Cambridge University Press.
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.
(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.
(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.
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.
Cameron, L. J., Moon, J., & Bygate, M. (1996). Development of bilingual pupils in the mainstream. Language and Education, 10(4), 221–36.
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.
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.
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.
(Ed.). (2009). Development of professional expertise. Cambridge: Cambridge University Press.
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.
Gatbonton, E., & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22(3), 473–492.
(2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325–353.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
Johnson, K. (1996). Language teaching and skill learning. Oxford: Blackwell.
Johnson, K., & Jackson, S. (2006). Comparing language teaching and other-skill teaching: Has the language teacher anything to learn? System, 34, 532–546.
Kahneman, D. (2012). Thinking, fast and slow. Harmondsworth: Penguin.
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, MJ: Lawrence Erlbaum Associates.
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.
Levelt, W. J. M. (1978). Skill theory and language teaching. Studies in Second Language Acquisition, 1(1), 53–70.
(1989). Speaking. From intention to articulation. Cambridge, MA: The MIT Press.
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.
(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.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Chichester: Wiley.
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.
(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.
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.
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.
Tomasello, M. (2003). Constructing a language. A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Cited by (21)
Cited by 21 other publications
Aramaki, Takashi
2024. Investigating collaborative oral task repetition as a language anxiety reduction strategy. Cogent Education 11:1 
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
Tabari, Mahmoud Abdi & Seyyed Ehsan Golparvar
2024. The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels. Language Teaching Research
Tabari, Mahmoud Abdi, Sima Khezrlou & Yu Tian
2024. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain. International Review of Applied Linguistics in Language Teaching 62:2 ► pp. 871 ff.
Duong, Phuong-Thao, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet & Elke Peters
2023. The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking. Studies in Second Language Learning and Teaching 13:1 ► pp. 101 ff.
Hassanzadeh-Taleshi, Mobin, Baqer Yaqubi & Hossein Bozorgian
2023. The effects of combining task repetition with immediate post-task transcribing on L2 learners’ oral narratives. The Language Learning Journal 51:2 ► pp. 133 ff.
Rogers, John
2023. Spacing Effects in Task Repetition Research. Language Learning 73:2 ► pp. 445 ff.
Sobhanifar, Hadi & Fatemeh Ranjbaran
2023. Impact of Listening and Reading Skills Transfer on Speaking Accuracy, Fluency and Complexity of Iranian EFL Learners. Journal of Contemporary Language Research 2:2 ► pp. 109 ff.
靳, 洪刚
2023. 汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起. Chinese as a Second Language Research 12:2 ► pp. 279 ff.
Regagliolo, Alberto
2022. Oral production A2+ in Italian as foreign language: autonomy and repetition tasks. Forum Filologiczne Ateneum :1(10)2022 ► pp. 215 ff.
Hidalgo, María Ángeles & María del Pilar García Mayo
2021. The influence of task repetition type on young EFL learners’ attention to form. Language Teaching Research 25:4 ► pp. 565 ff.
Khezrlou, Sima
2021. Effects of task repetition with written corrective feedback on the knowledge and written accuracy of learners with different
prior knowledge of the structure. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34:2 ► pp. 464 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 grammatizing on oral task performance and knowledge development. Australian Review of Applied Linguistics
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.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
Amelohina, Victoria, Florentina Nicolás-Conesa & Rosa M. Manchón
2020. Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 145 ff.
Kim, YouJin, Sanghee Kang, Hyunae Yun, Binna Kim & Bumyong Choi
2020. The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar. Foreign Language Annals 53:4 ► pp. 827 ff.
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020. Chapter 6. The effects of task repetition across modalities and proficiency levels. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 121 ff.
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.
This list is based on CrossRef data as of 27 september 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.