Using task repetition to direct learner attention and focus on form
Abstract
Despite the growing interest in task-based language teaching (TBLT) over recent years, there are some teachers and researchers that have raised concerns about its effectiveness in teaching specific forms. However, many of these criticisms seem to be aimed at a strong version of TBLT that does not contain a language focus. This paper investigated the effectiveness of having learners repeat tasks as a post-task activity to focus attention on form. Recordings were made of participants performing the tasks both before and after a form-focus stage. The data were analysed to see if and how the participants used the target language, and where they targeted their corrections. The results showed that the participants appeared to turn their attention towards form in the repeat performance, suggesting that this model of task repetition could be a useful option for teachers practising TBLT in their classrooms.
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Task-repetition studies that included an intervention between performances have shown that learning can transfer to a new task.
“Also, task repetition studies that included some kind of intervention between performances of the task (e.g.explicit focus on specific linguistic forms) have shown that transfer of learning to a new task can occur (e.g.Hawkes, 2012;Baleghizadeh and Derakhshesh, 2012).”
From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Hawkes, 2012
Hawkes (2012) found an increase in form- and pronunciation-focused corrections and concluded that students paid more attention to form during the repeated task performance.
“Results showed an increase in the number of form and pronunciation-focused corrections.From these findings Hawkes concluded that students paid more attention to form during the repeated task performance.”
From Focus on form through task repetition in TBLT (2016) · cites this paper as Hawkes, 2012
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Position paper: Moving task-based language teaching forward
Ellis, R. (2017) · Language Teaching · doi:10.1017/s0261444817000179 · Cited by 267 · see citing works
Kim, Y., & Tracy-Ventura, N. (2013) · System · doi:10.1016/j.system.2013.08.005 · Cited by 199 · see citing works
Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy
Thai, C., & Boers, F. (2016) · TESOL Quarterly · doi:10.1002/tesq.232 · Cited by 131 · see citing works
Focus on form through task repetition in TBLT
van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2016) · Language Teaching Research · doi:10.1177/1362168815609616 · Cited by 42 · see citing works
- Authors
- Hawkes, M. L.
- Affiliations
- Ritsumeikan University (JP)
- Corresponding author
- Hawkes, M. L.
- Venue
- ELT Journal
- Publisher
- Oxford University Press (OUP)
- Published
- 2011-09-12
- Volume
- 66
- Issue
- 3
- Pages
- 327-336
- ISSN
- 0951-0893 (ISSN-L)
- 1477-4526
- OpenAlex
- W2114312820
- Cited by
- 142
- References
- 0
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 4 · 2023: 19 · 2022: 2 · 2021: 47 · 2020: 9 · 2019: 12 · 2018: 9 · 2017: 6 · 2016: 9 · 2015: 4 · 2014: 9 · 2013: 3 · 2012: 2
- FWCI
- 39.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ELT Journal (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, form-focused instruction, student attention, target language use, second language acquisition
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