The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction?

Kim, YouJin; Tracy-Ventura, Nicole

doi:10.1016/j.system.2013.08.005

Cited by 199EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction?

Kim, YouJin, Tracy-Ventura, Nicole·2013·System

DOI 10.1016/j.system.2013.08.005

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Declarative knowledge can be acquired even with one encounter, whereas procedural knowledge acquisition necessitates repeated use of target knowledge and skills.
“Declarative knowledge can be acquired even with one encounter, whereas procedural knowledge acquisition necessitates repeated use of target knowledge and skills.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Kim et al., 2013
Acquisition of declarative and procedural knowledge involves different learning processes.
“Second, according to skill acquisition (DeKeyser, 2020) and retention theories (Kim et al., 2013), acquisition of declarative and procedural knowledge involves different learning processes.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Kim et al., 2013
Acquisition of procedural knowledge takes more practice opportunities than declarative knowledge.
“Because the acquisition of procedural knowledge takes more practice opportunities than declarative knowledge (DeKeyser, 2020;Kim et al., 2013), only one block of six repetitions may not be sufficient to promote procedural knowledge, which makes it difficult to gain distributed practice effects.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Kim et al., 2013

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Authors: Kim, Y., & Tracy-Ventura, N.
Affiliations: Georgia State University (US)
Corresponding author: Kim, YouJin
ORCID: Kim, YouJin
Venue: System
Publisher: Elsevier BV
Published: 2013-09
Volume: 41
Issue: 3
Pages: 829-840
ISSN: 0346-251X (ISSN-L)
DOI: 10.1016/j.system.2013.08.005
OpenAlex: W2029346528
Cited by: 199
References: 44
Citations by year: 2026: 10 · 2025: 19 · 2024: 15 · 2023: 29 · 2022: 8 · 2021: 17 · 2020: 14 · 2019: 36 · 2018: 15 · 2017: 17 · 2016: 9 · 2015: 7 · 2014: 1 · 2013: 1 · 2012: 1
FWCI: 39.17
Type: journal article
Language: en
Open access: closed
Locations: System (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords: task repetition, task-based language teaching, task-based interaction, Korean learners of English, collaborative tasks, syntactic complexity, speech rate, oral expression

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