The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
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, 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: AN EFL CLASSROOM STUDY (2022) · cites this paper as Lynch & Maclean, 2000
Citations
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“Studies that explore immediate repetition, such as those by Lynch & Maclean (2000) and Thai & Boers (2016), generally show more pronounced gains in fluency compared to studies that implement longer intervals between repetitions (e.g. Kim & Tracy-Ventura, 2013).”
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Variability and Variation in Language Development
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The Role of Task-Based Language Teaching in Fostering Communicative Skills Among ESL Students
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The Effects of Quantitative and Qualitative Feedback on Speaking Fluency Development
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Agreeing to disagree: The effect of task repetition on Colombian EFL students’ pragmatic competence
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Metadata
- 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 › Linguistics and Language › 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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