Cover Page -- Learning Language through Task Repetition -- Editorial page -- Title page -- LCC data -- Table of contents -- Series Editors’ Preface -- Introduction -- 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 -- 1. Task repetition for language learning -- Contributions from skill acquisition theory -- Contributions from other areas of cognitive psychology -- Contributions from SLA research -- What should be next -- References -- 2. Grammatical structures and oral fluency in immediate task repetition -- Introduction -- Immediate task repetition -- What speakers do when they repeat a task -- Measuring similarity between iterations -- What to count: Similarity at the level of the word and above -- How to compute similarity: Using frequency to estimate informativeness -- How to compute similarity: Cosine similarity with tf-idf weighting -- Research questions -- Method -- Participants -- Materials -- Procedure -- Analysis -- Results -- Re-use between and within prompts -- Re-use under constant and decreasing time and by iteration -- Correlations between similarity and fluency -- Discussion and conclusion -- Acknowledgements -- References -- 3. The effects of task repetition and task complexity on L2 lexicon use -- The effects of task repetition and task complexity on L2 lexicon use -- Background -- Task repetition and L2 oral production during monologic tasks -- Repeating different characteristics of collaborative tasks -- Beyond task repetition effects: Mediating variables -- Method -- Participants -- Materials -- Procedure -- Data analysis: Natural language processing tools (NLPT) -- Statistical analysis -- Results -- Word familiarity -- Word age of acquisition -- Word frequency -- Discussion -- Conclusion -- References -- 4. Discourse performance in L2 task repetition -- Introduction -- Effects of task repetition on speech performance (CALF) -- Discourse competence in language teaching, learning, and assessment -- Discourse competence -- Discourse competence in language teaching and learning -- Discourse performance in language assessment (CEFR) -- Discourse performance measures in this study -- Research questions -- Methodology -- Participants -- Immediate task repetition -- Data collection procedure -- Measures of discourse performancest -- Discourse quantity -- Cohesion -- Lexical quality -- Analysis -- Results -- Results for discourse quantity -- Results for cohesion -- Results for lexical quality -- Discussion -- Discourse performance in TBLT -- Implications for TBLT pedagogy -- Conclusion and fu.
ture research -- Acknowledgement -- References -- 5. The impact of intra-cultural and inter-cultural task repetition on interaction -- Introduction -- Attention to form during task interaction -- Effect of task repetition on LREs -- Effect of interlocutor on LREs -- The current study -- Method -- Participants -- Research design -- Tasks -- Analysis -- Identification of LREs -- Linguistic focus -- Type -- Complexity -- Resolution -- Inter-coder reliability -- Examining task repetition -- Results -- Total LREs -- Linguistic focus -- Type -- Complexity -- Resolution -- Discussion -- Conclusion -- References -- 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production -- Introduction -- Background -- Task type -- Task rehearsal -- Task performance criteria -- The study -- Independent variables -- Task type -- Task-type repetition -- Task performance criteria -- Research questions -- Method -- Design -- Dependent variables -- Complexity measures -- Accuracy measure -- Fluency measures -- Participants -- Data collection and coding -- Statistical analyses -- Results -- Task type -- Task-type repetition -- Performance criteria -- Discussion -- Task type and language production -- Task-type repetition and language production -- Performance criteria and language production -- The interaction between task and condition -- The added value of the HC criterion -- Conclusion -- Acknowledgement -- References -- 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type -- Theoretical issues -- Previous studies of task repetition -- Task repetition studies involving intervention -- Stimulated recall -- Method -- Participants -- Design -- Instruments -- Experimental procedure -- Analysis -- Results -- Summary -- Discussion -- Conclusion -- References -- 8. Perform, reflect, recycle -- Introduction -- Alternative perspectives in task repetition research -- Enhanced repetition -- Benefits of enhanced repetition: Four classroom tasks -- Task 1: Free Talk -- Task 2: Poster Carousel -- Task 3: Conference Presentation -- Task 4: Scenario -- Some counter evidence: A second Poster Carousel study -- A model for maximising the benefits of enhanced repetition -- Conclusion -- References -- 9. Second language learning through repeated engagement in a poster presentation task -- Introduction -- Previous studies on task repetition -- Theoretical framework -- Empirical study -- The purpose of the study -- Context of the study and participants -- The focal task -- Data collection -- Data analysis -- Teacher expectations and associated practices -- Ryo’s continued effort to improve his speech -- Nagi’s unpacking of a complex sentence -- Ako’s appropriation of audience questions through procedural repetition -- Rena’s non-appropriation of audience feedback -- Discussion -- Conclusion -- Acknowledgments -- References -- Appendix -- 10. Mediating input-based tasks fo.
r beginner learners through task repetition -- Introduction -- Language development in sociocultural theory -- Regulation and internalization -- Zone of proximal development (ZPD) -- Activity theory -- The study -- Participants -- Teaching materials and procedures -- Data analysis -- Findings -- Mediating the learners’ completion of the task -- Teacher’s action 1: Comprehension strategies -- Teacher’s action 2: Elaborating a key word -- Teacher’s action 3: L1 use -- Pushing learners to self-regulate -- Encouraging students to request clarifications using adjectives -- Teacher’s action 2: Pushing students to comprehend the plural morpheme -- Teacher’s action 3: Encouraging the students to use the L2 -- Conclusion -- References -- 11. Understanding benefits of repetition from a complex dynamic systems perspective -- Introduction -- Previous research on oral task repetition -- Benefits of writing task repetition: Internal repetition and self-regulation -- Understanding task repetition from the perspective of complex dynamic systems -- The present study -- Method -- Background -- Task and procedure -- Analysis -- Results -- Yuto -- Taka -- Discussion -- Conclusion -- Acknowledgements -- References -- 12. Task repetition or task iteration? -- Introduction -- CDST’s interpretation of learning through task repetition -- Applications to research and teaching -- Iteration, not repetition -- Adaptation -- Different learning paths -- Transfer -- Measurement -- Nonlinearity -- Conclusion -- References -- Subject index -- .
