The Effects of Task Repetition on Linguistic Output
Abstract
This article explores form/meaning relationships, focussing on the use learners make of their internal L2 linguistic resources as a function of focus on meaning. Native speakers ofEnglish watched video segments 4 times while recording their own on‐line rendition in Spanish. One group watched the same video 3 times and the other group watched different videos each time. At Time 4 both experimental groups saw a new video. A control group saw videos only at Time 1 and Time 4. Analyses were conducted on the basis of overall proficiency, morphosyntax, and lexical sophistication. The results provide limited support for the prediction of improvement over time for the group that saw the same video, but no support for a “carryover” effect when the content changed.
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The beneficial effects of task repetition do not carry over to a new task.
“Since several studies have demonstrated that the beneficial effects of task repetition do not carry over to a new task (Bygate, 2001;Gass et al., 1999)”
From Focus on form through task repetition in TBLT (2016) · cites this paper as Gass et al., 1999
Gass et al. (1999) observed that task repetition led to greater overall proficiency, greater accuracy in morphosyntax, and lexical sophistication.
“Gass et al. observed that task repetition led to greater overall proficiency, greater accuracy in morphosyntax (trend towards more target-like production of the verb estar), and lexical sophistication.”
From Focus on form through task repetition in TBLT (2016) · cites this paper as Gass et al., 1999
Learners may have knowledge of certain features, but they may not have acquired control over that knowledge.
“Gass et al. (1999), who comment that 'learners may have knowledge of certain features, but they may not have acquired control over that knowledge ' (p. 554).”
From Focus on form through task repetition in TBLT (2016) · cites this paper as Gass et al. (1999)
There was an effect for repetition on the accurate use of a specific grammatical feature.
“Gass et al (1999) found an effect for repetition on the accurate use of a specific grammatical feature.”
From Focus on form: A critical review (2016) · cites this paper as Gass et al (1999)
None of these studies found evidence of any transfer-effects to a new task.
“However, none of these studies found evidence of any transfer-effects to a new task.”
From Focus on form: A critical review (2016) · cites this paper as Gass et al (1999)
Cites
INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Mackey, A. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199004027 · Cited by 772 · see citing works
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Focus on form: A critical review
Ellis, R. (2016) · Language Teaching Research · doi:10.1177/1362168816628627 · Cited by 417 · see citing works
TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING
Lambert, C., Kormos, J., & Minn, D. (2017) · Studies in Second Language Acquisition · doi:10.1017/s0272263116000085 · Cited by 281 · see citing works
Kim, Y., & Tracy-Ventura, N. (2013) · System · doi:10.1016/j.system.2013.08.005 · Cited by 199 · see citing works
Wang, Z. (2014) · Task-Based Language Teaching · doi:10.1075/tblt.5.02wan · Cited by 164 · 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
Saito, K., & Akiyama, Y. (2017) · Language Learning · doi:10.1111/lang.12184 · Cited by 123 · see citing works
Nitta, R., & Baba, K. (2018) · Task-Based Language Teaching · doi:10.1075/tblt.11.11nit · Cited by 105 · see citing works
MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT
Suzuki, Y., & Hanzawa, K. (2022) · Studies in Second Language Acquisition · doi:10.1017/s0272263121000358 · Cited by 44 · see citing works
“…between same-task repetitions vary considerably, such as massed (immediate) repetition (e.g., Lambert et al., 2017; Lynch & Maclean, 2000), across a few days (e.g., Ahmadian & Tavakoli, 2011; Gass et al., 1999; Kim&Tracy-Ventura, 2013), weeks (e.g., Fukuta, 2016), or months (e.g., Bygate, 2001).”
BackgroundFocus 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
- Gass, S., Mackey, A., Alvarez‐Torres, M. J., & Fernández‐García, M.
- Affiliations
- Michigan State University (US)
- Georgetown University (US)
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 1999-12
- Volume
- 49
- Issue
- 4
- Pages
- 549-581
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2126066852
- Cited by
- 291
- References
- 1
- Citations by year
- 2026: 5 · 2025: 27 · 2024: 7 · 2023: 26 · 2022: 8 · 2021: 16 · 2020: 13 · 2019: 38 · 2018: 20 · 2017: 11 · 2016: 16 · 2015: 9 · 2014: 10 · 2013: 13 · 2012: 14
- FWCI
- 13.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- 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 › Subtitles and Audiovisual Media
- Keywords
- task repetition, second language acquisition, form-meaning relationship, focus on meaning, residual effects, morphosyntax, lexical sophistication, video-based language learning
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