Cover not available

In:Learning Language through Task Repetition
Edited by Martin Bygate
[Task-Based Language Teaching 11] 2018
► pp. 1–25

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Introduction

 | University of Lancaster
Published online: 25 September 2018
DOI logo with link
https://doi.org/10.1075/tblt.11.intro
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)
References
Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Brumfit, C. J. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.Google Scholar logo with link to Google Scholar
(1983). Child’s talk. Cambridge: Cambridge University Press.Google Scholar logo with link to 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 logo with link to 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 logo with link to 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.Google Scholar logo with link to Google 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.Google Scholar logo with link to Google Scholar
Cameron, L. J., Moon, J., & Bygate, M. (1996). Development of bilingual pupils in the mainstream. Language and Education, 10(4), 221–36.Google Scholar logo with link to Google 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.Google Scholar logo with link to Google 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 logo with link to 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.Google Scholar logo with link to Google Scholar
(Ed.). (2009). Development of professional expertise. Cambridge: Cambridge University Press.Google Scholar logo with link to Google 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.Google Scholar logo with link to Google Scholar
Gatbonton, E., & Segalowitz, N. (1988). Creative automatization: Principles for promoting fluency within a communicative framework. TESOL Quarterly, 22(3), 473–492.Google Scholar logo with link to Google Scholar
(2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325–353.Google Scholar logo with link to Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.Google Scholar logo with link to Google Scholar
Johnson, K. (1996). Language teaching and skill learning. Oxford: Blackwell.Google Scholar logo with link to 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.Google Scholar logo with link to Google Scholar
Kahneman, D. (2012). Thinking, fast and slow. Harmondsworth: Penguin.Google Scholar logo with link to Google Scholar
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, MJ: Lawrence Erlbaum Associates.Google Scholar logo with link to 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.Google Scholar logo with link to Google Scholar
Levelt, W. J. M. (1978). Skill theory and language teaching. Studies in Second Language Acquisition, 1(1), 53–70.Google Scholar logo with link to Google Scholar
(1989). Speaking. From intention to articulation. Cambridge, MA: The MIT Press.Google Scholar logo with link to 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.Google Scholar logo with link to Google 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 logo with link to Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Chichester: Wiley.Google Scholar logo with link to 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.Google Scholar logo with link to Google 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 logo with link to 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 logo with link to 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.Google Scholar logo with link to Google Scholar
Tomasello, M. (2003). Constructing a language. A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar logo with link to Google Scholar
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.Google Scholar logo with link to Google Scholar
Cited by (25)

Cited by 25 other publications

Abdi Tabari, Mahmoud & Mahsa Farahanynia
2025. Exploring the interplay between task-readiness factors and task complexity in L2 writing performance and anxiety. ITL - International Journal of Applied Linguistics DOI logo
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2025. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 63:2 ► pp. 1421 ff. DOI logo
Khezrlou, Sima & Christiane Dalton-Puffer
2025. Pre-task planning in CLIL classrooms. Language Teaching for Young Learners DOI logo
Mostafaei Alaei, Mahnaz & Abbas Mansouri
2025. 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 63:2 ► pp. 995 ff. DOI logo
Rogers, John & Peilin Li
2025. The time between tasks in task repetition research: A systematic review. Language Teaching Research DOI logo
Aramaki, Takashi
2024. Investigating collaborative oral task repetition as a language anxiety reduction strategy. Cogent Education 11:1 DOI logo
Aramaki, Takashi
2025. Task-supported and task-based language teaching and their effects on task motivation. The Journal of Educational Research ► pp. 1 ff. DOI logo
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 DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Rogers, John
2023. Spacing Effects in Task Repetition Research. Language Learning 73:2 ► pp. 445 ff. DOI logo
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. DOI logo
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. DOI logo
Regagliolo, Alberto
2022. Oral production A2+ in Italian as foreign language: autonomy and repetition tasks. Forum Filologiczne Ateneum :1(10)2022 ► pp. 215 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Khezrlou, Sima
2025. Effects of task repetition with grammatizing on oral task performance and knowledge development. Australian Review of Applied Linguistics 48:2 ► pp. 350 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2021. Give me a second chance. Language Teaching for Young Learners 3:2 ► pp. 275 ff. DOI logo
Amelohina, Victoria, Florentina Nicolás-Conesa & Rosa M. Manchón
2020. 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. DOI logo
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. DOI logo
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020. The effects of task repetition across modalities and proficiency levels. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 121 ff. DOI 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. DOI logo

This list is based on CrossRef data as of 5 december 2025. 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.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue