In:Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 333–334
Index
Published online: 25 September 2018
https://doi.org/10.1075/tblt.11.index
https://doi.org/10.1075/tblt.11.index
P
- 4/3/2 procedure43–49, 56, 60
A
- accuracy6, 7, 8, 10, 20, 21, 33, 34, 45–49, 58, 66–7, 77–79, 97–99, 101, 102, 121, 144–146, 149, 150, 153–157, 159–162, 165, 170–179, 182, 185–189, 202, 204, 205, 206, 209, 212, 217, 280, 281, 290.
- activity226–228, 248, 255–261, 263, 269, 275
- activity theory167, 221, 227, 251, 256, 258–260, 263, 275, 276, 277, 308, 317
- affordances227–229, 247–249, 280, 285, 304, 305, 314, 315, 317, 324
- appropriation228, 234, 244, 245, 247
- assessment99, 100, 145
B
- backstage talk228, 238–240, 243, 247, 250
- blocking31, 32
C
- CAF (complexity, accuracy, fluency)9, 35, 48, 76, 78–81, 97, 98, 99, 102, 118, 143, 149, 174, 176, 178, 182, 183, 187, 223, 281, 322–324
- co-construction90, 228, 255, 256, 258, 267
- collaborative theory146, 147
- comparator recording175, 193, 196, 218
- Complex Dynamic Systems Theory (CDST)311–317, 319, 320–324
- complexity99, 105, 122, 126, 127, 129, 133–134, 136–139, 144, 145, 149, 152, 154, 155, 157–165, 171–176, 178, 179, 180, 182–184, 186–190, 204, 217, 280, 286,289, 290, 305
- comprehension strategies265, 268, 276
- conference presentation task203
- content repetition49, 60, 76–79, 173, 190, 317
D
- declarative knowledge27, 29, 30, 33–36, 38, 47, 172
- deliberate practice39
- delivery219, 235, 249
- discourse competence99–101
- discourse performance97, 99–102, 104, 106, 108, 109, 111, 112
- distribution of practice27, 28, 32, 37
E
- effect of interlocutor120, 141
- emergence284, 286, 304, 313, 315n2, 324, 328, 329
- emic311, 317
- English for Academic Purposes (EAP)193, 196, 206, 210, 220
- English for Specific Purposes (ESP)69, 193, 196, 203, 214, 222, 225
- enhanced repetition178, 193, 194, 196, 206, 217, 218
- ethnographic (methods)223, 224, 226, 229, 251
- expertise11, 12, 23, 39, 225
F
- feedback35, 93, 108, 110, 119, 120, 128, 138, 139, 175, 190, 193, 196, 197, 201, 203–206, 209, 216–219, 231, 233n1, 240, 245, 246, 248, 250, 258, 262, 276, 281, 283, 288, 314
- fluency28, 32, 33, 35, 36, 43–49, 56–60, 63, 64, 66–67, 75–81, 97–100, 102, 105, 118, 120, 143–145, 149, 150, 153, 155–162, 164–165, 171, 172, 174–176, 178, 179, 182, 185–189, 202, 204, 217, 223, 240, 279–281, 285, 287, 289–291, 296, 301, 306, 312, 322
- formulaic speech312
- frontstage talk228
G
- goal-setting279, 283, 289, 295, 297, 298, 302
H
- high/low criterion143, 147, 150–153, 158
I
- implementation factors80, 119
- improvisation249
- inter-cultural task repetition117, 118, 122, 138
- interleaving27, 31–33
- intra-cultural task repetition122, 138
- iteration/task iteration43, 47, 49, 53–59, 62–67, 99, 145, 284, 285, 304, 311, 312, 316–318, 323–325
L
- language-related episodes (LRE)117, 119–122, 125–140, 317
- learning paths311, 318
- Levelt’s speech processing model9, 11, 46–47, 76, 101, 105, 106, 171–172, 280–281, 111, 280
- lexical production81, 93
- limited attentional resources model136, 143, 165,
- listen-and-do task255, 260
- low/high criterion143, 147, 150–153, 158
M
- mean length of run (MLR)153, 157, 158, 161, 164
- monologic narrative task171
N
- non-appropriation245
- nonlinearity311, 323, 324
O
- other-regulation255, 257, 258, 260, 275
P
- paraphrasing242
- picture story44, 46, 57, 60, 61, 64, 65, 67, 71, 179–181
- planning27, 38, 47, 58, 65, 68, 70, 80, 83, 93, 101–103, 105, 108, 110–111, 118, 146, 171–173, 176, 217–219, 224, 249, 251, 296
- poster carousel78, 120, 196, 200–203, 205, 206, 210, 214–217, 229–231
- practice27–33, 35, 37, 47, 82, 97, 145, 162, 165, 173, 175, 200, 201, 206, 213, 216, 219, 227, 235, 236, 242, 287, 306, 311–313, 315, 320
- pre-casts204
- procedural knowledge29, 30, 33–35, 37, 205
- proceduralisation206
R
- recursive cycles283
- reflection activities193
- rehearsal145, 204–206, 219, 228, 320
- repeated practice27, 31–33, 47, 312, 313
- replication study193
- retrieval speed313
- revoicing235, 247, 250
- risk-taking223
S
- scaffolding90, 100, 225, 229, 249, 255, 256, 258, 260, 267, 273, 276
- scenario (task)196, 206, 207, 209, 218
- self-evaluation279, 289–291, 295, 297, 298, 302
- self-regulation255, 257, 258, 260, 275, 276, 279, 282–284, 285–289, 303–309
- semi-structured interviews223
- sociocultural theory142, 177, 222, 251–256, 277, 309
- specific task repetition43, 46, 64, 67, 76
- stimulated recall34, 78, 140, 171, 176, 177–181, 183–192
- student agency248
T
- task complexity75, 76, 80–82, 85–89, 91–96,
- task performance criteria143, 146, 147, 150, 165
- task recycling79, 145, 146, 193
- task rehearsal145, 320
- task type44, 45, 56, 66, 67, 77, 78, 94, 99, 143, 144, 148, 150, 151, 154–156, 158, 159–162, 165, 167, 307
- task-as-process28, 36, 46, 66, 247, 284, 312, 316
- task-as-workplan28, 36, 37, 46, 66, 193, 214, 247, 255, 284, 285, 304, 316–319
- teacher-student interaction255
- time pressure41, 43, 45, 47–49, 56, 57, 64–68, 70, 99, 116, 176, 192
- trade-off effect143, 162, 173, 188
- trajectory/trajectories223, 226, 231, 233, 252, 288, 291, 319,
- transfer/transfer of learning27, 28, 33–36, 45, 151, 171, 173, 174, 179, 187, 188, 190, 311, 320, 321, 324
- Transfer Appropriate Processing (TAP)34, 35, 173,
- transformation311, 321, 324
- trigrams43, 45, 50, 51, 56, 59–64, 66, 67
- types of task repetition79, 89, 91, 102, 118, 173, 190
- - exact (task repetition)75–77, 79–81, 83, 85–89, 91 93, 99, 139, 188, 231
- - external 89, 202, 257, 282, 284, 288, 305, 314, 324
- - immediate38, 43–45, 47–49, 56, 60, 61, 98, 102–104, 110–112, 252, 308
- - internal/within-task189, 193, 196, 282, 283, 305, 306, 312
- - procedural75–79, 81–93, 120, 140, 173, 176, 179, 190, 226, 231, 244, 250, 281, 282, 285–287, 297, 317, 324
V
- video-based narrative103
