Exploring the benefits of task repetition and recycling for classroom language learning
Abstract
Task-based methodology is particularly suited to teaching languages for specific purposes, because of its affinity to behavioural objectives. Doubts have been expressed as to whether learners actually learn language through doing tasks, and if they do, exactly what they learn. This paper reports the preliminary results of an ongoing study of the benefits of building repetition into a communicative task in an English for Specific Purposes course. We compare the performances of two learners at markedly different levels of English proficiency and find that both benefited from the opportunity to recycle communicative content as they repeated complex tasks. This suggests that task repetition of the type reported here may be a useful pedagogic procedure and that the same task can help different learners develop different areas of their interlanguage.
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Across previous empirical studies, intervals between same-task repetitions vary considerably, such as massed, across a few days, weeks, or months.
“Across previous empirical studies, the intervals 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).”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Lynch & Maclean, 2000
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The effects of task repetition and task complexity on L2 lexicon use
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MethodThe Effect of Focus on Form and Task Complexity on L2 Learners’ Oral Task Performance
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Frequency Profiles of EFL Learners’ Lexical Availability
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“…exact or procedural, have been confirmed for both adult (e.g., Ahmadian & Tavakoli, 2011; Bygate, 1996, 2009; Fukuta, 2016; Lambert et al., 2017; Lynch & Maclean, 2000, 2001; Sheppard & Ellis, 2018) and child (e.g., Kim & Tracy-Ventura, 2013; Mackey et al., 2007; Pinter, 2005, 2007a, 2007b;…”
BackgroundGameful Learning for a More Sustainable World
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In Flow with Task Repetition During Collaborative Oral and Writing Tasks
Zuniga, M., & Payant, C. (2021) · Canadian Journal of Applied Linguistics · doi:10.37213/cjal.2021.31365 · Cited by 19 · see citing works
Lázaro-Ibarrola, A. (2023) · Trends in Language Acquisition Research · doi:10.1075/tilar.32 · Cited by 9 · see citing works
Efficacy of Task-Based Learning in a Chinese EFL Classroom: A Case Study
Tang, H.-S., Chiou, J.-S., & Jarsaillon, O. (2015) · English Language Teaching · doi:10.5539/elt.v8n5p168 · Cited by 15 · see citing works
“How could we incorporate repetition into tasks without boring students? Lynch and Maclean (1994) concluded that TBL have particular value in ESP.”
BackgroundIbarrola, A. L., & Villarreal, I. (2019) · doi:10.30827/portalin.v0i31.13819 · Cited by 14 · see citing works
Hanzawa, K., & Suzuki, Y. (2023) · The Modern Language Journal · doi:10.1111/modl.12843 · Cited by 17 · see citing works
Makmur, M., Ismiyati, Y., Mukminin, A., et al. (2016) · International Journal of Academic Research in Education · doi:10.17985/ijare.45901 · Cited by 14 · see citing works
Anjum, M. H., Kayani, M. M., & Jumanı, N. B. (2019) · International Journal of English Linguistics · doi:10.5539/ijel.v9n2p283 · Cited by 18 · see citing works
“Nunan (2004) describes that there are two types of tasks which a learner perform in TBLL programme.”
BackgroundDifferentiating Task Repetition from Task Rehearsal
Bui, G., & Yu, R. (2021) · Task-Based Language Teaching and Assessment · doi:10.1007/978-981-16-4226-5_7 · Cited by 9 · see citing works
Nguyen, G. V. (2013) · Research Commons (University of Waikato) · Cited by 12 · see citing works
Aubrey, S., & Philpott, A. (2022) · Language Teaching Research · doi:10.1177/13621688221077421 · Cited by 12 · see citing works
“Similarly, Lynch and Maclean (2000, 2001) had 14 learners of English perform a poster-carousel task that involved them responding repeatedly to the same or similar questions from class peers about a poster they had prepared.”
Tabari, M. A., Khezrlou, S., & Ghanbar, H. (2024) · Language Teaching Research · doi:10.1177/13621688241249689 · Cited by 12 · see citing works
Suzuki, Y. (2021) · Applied Psycholinguistics · doi:10.1017/s0142716421000187 · Cited by 12 · see citing works
Rattanasak, S. (2023) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/13050 · Cited by 11 · see citing works
Reconsidering repetition in language education: an edusemiotic approach
Atoofi, S. (2018) · Social Semiotics · doi:10.1080/10350330.2018.1514777 · Cited by 11 · see citing works
“Moreover, language teachers frequently employ a task repetition and recycling routine, such as matching tasks, picture stories, and card-based games, in their pedagogy that both structurally and internally adopts the use of repetition (Bygate 2005; Lynch and Maclean 2000).”
BackgroundTBLT through the lens of applied linguistics
Bygate, M. (2016) · ITL Review of Applied Linguistics · doi:10.1075/itl.167.1.01byg · Cited by 10 · see citing works
Effects of peer feedback on Taiwanese adolescents’ English speaking practices and development
Chu, R.-X. (2013) · ERA · Cited by 10 · see citing works
The effects of strategic planning and rehearsal on second language group discussion task performance
Stroud, R. (2019) · Language Learning Journal · doi:10.1080/09571736.2019.1610475 · Cited by 9 · see citing works
“Past studies on the effects of rehearsal have generally shown that complexity, accuracy and fluency can all be potentially improved for monologue narrative tasks (Ahmadian and Tavakoli 2010; Bygate 1996, 2001; Bygate and Samuda 2005; Lynch and Maclean 2000, 2001).”
Background
- Authors
- Lynch, T., & Maclean, J.
- Affiliations
- University of Edinburgh (GB)
- Corresponding author
- Lynch, Tony
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2000-07
- Volume
- 4
- Issue
- 3
- Pages
- 221-250
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2100519114
- Semantic Scholar
- 0f6c43b29fdd612672c59fda833d338675428a91
- Cited by
- 260
- References
- 26
- Citations by year
- 2026: 5 · 2025: 11 · 2024: 22 · 2023: 34 · 2022: 11 · 2021: 17 · 2020: 13 · 2019: 18 · 2018: 20 · 2017: 11 · 2016: 14 · 2015: 13 · 2014: 17 · 2013: 13 · 2012: 6
- FWCI
- 12.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Funders
- American Heart Association
- 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 › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- task repetition, task-based language teaching, English for specific purposes, interlanguage, learner proficiency level, communicative tasks
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