Learning Language through Task Repetition

Editor
Martin Bygate | University of Lancaster
HardboundAvailable
ISBN 9789027201133 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027201140 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027263780 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
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After more than 20 years of research, this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assessment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational contexts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning.
[Task-Based Language Teaching, 11] 2018.  x, 334 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 50 other publications

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2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
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2023. Here we go again! Repetition and the Politics of Inclusive Institutional Reform. Journal of European Public Policy  pp. 1 ff. DOI logo
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2022. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form. Applied Linguistics Review 0:0 DOI logo
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2021. The impact of corrective feedback on English articles. ELT Journal 75:3  pp. 290 ff. DOI logo
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2021. Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010). Language Teaching 54:1  pp. 71 ff. DOI logo
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2022. The role of pausing in L2 oral task performance. TASK. Journal on Task-Based Language Teaching and Learning 2:1  pp. 33 ff. DOI logo
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2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1  pp. 4 ff. DOI logo
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2021. Distance learning and the development of speaking skills: Challenges and opportunities. EuroAmerican Journal of Applied Linguistics and Languages 8:2  pp. 70 ff. DOI logo
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2023. L2 writing development through two types of writing task repetition. International Review of Applied Linguistics in Language Teaching 61:3  pp. 1109 ff. DOI logo
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2021. Editorial. Language Teaching for Young Learners 3:2  pp. 181 ff. DOI logo
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 397 ff. DOI logo
Gilabert, Roger
2023. Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Education Sciences 13:10  pp. 1015 ff. DOI logo
Hanzawa, Keiko & Yuichi Suzuki
2023. How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment. The Modern Language Journal 107:2  pp. 451 ff. DOI logo
Hunter, Ann‐Marie
2024. The Poster Carousel in the ESL Classroom: What Happens to Learners' L2 Fluency During Same and Parallel‐Task Repetition?. TESOL Quarterly 58:1  pp. 479 ff. DOI logo
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2022. Task-Based Language Teaching, DOI logo
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2021. Explicit instruction through task repetition: effects on explicit and implicit knowledge development. Language Awareness 30:1  pp. 62 ff. DOI logo
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2022. Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study. Language Teaching Research 26:6  pp. 1106 ff. DOI logo
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2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2  pp. 331 ff. DOI logo
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2022. Combinations and Connections: Reaching Across Disciplinary Boundaries. The Modern Language Journal 106:S1  pp. 132 ff. DOI logo
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2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2  pp. 149 ff. DOI logo
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NICOLÁS–CONESA, FLORENTINA, ROSA MARÍA MANCHÓN & LOURDES CEREZO
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2023. Constructive dialogue, disruptive criticism and the complex dynamics of academic life. Instructed Second Language Acquisition 7:1  pp. 27 ff. DOI logo
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2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 3 ff. DOI logo
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2022. Chapter 11. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14],  pp. 211 ff. DOI logo
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2021. Optimizing Fluency Training for Speaking Skills Transfer: Comparing the Effects of Blocked and Interleaved Task Repetition. Language Learning 71:2  pp. 285 ff. DOI logo
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2021. Individual differences in memory predict changes in breakdown and repair fluency but not speed fluency: A short-term fluency training intervention study. Applied Psycholinguistics 42:4  pp. 969 ff. DOI logo
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2022. Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective. TESOL Quarterly 56:4  pp. 1290 ff. DOI logo
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2022. MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 44:2  pp. 536 ff. DOI logo
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2023. Boredom as an Aversive Emotion Experienced by English Majors. RELC Journal 54:1  pp. 22 ff. DOI logo
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2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14 DOI logo
[no author supplied]

This list is based on CrossRef data as of 20 february 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.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2018017050 | Marc record