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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Cited by
Sorted by citations
Ellis, R. (2009) · Applied Linguistics · doi:10.1093/applin/amp042 · Cited by 522
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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
“Of the different forms of planning proposed by Ellis ( 2005 ), rehearsal (or task repetition) has been shown to have the most robust effects on L2 fl uency (Ahmadian & Tavakoli, 2011 ; Arevart & Nation, 1991 , 1993 ; Bygate, 2001 ; Lynch & Maclean, 2000 ; Nation, 1989 ; Wang, 2014 ).”
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“Immediate repetition, on the other hand, was shown by Lynch and Maclean (2000, 2001) to improve accuracy in terms of phonology, vocabulary, semantic precision, and syntax.”
BackgroundSome benefits of peer–peer interaction: 10-year-old children practising with a communication task
Pinter, A. (2007) · Language Teaching Research · doi:10.1177/1362168807074604 · Cited by 217
“Lynch and Maclean (2000; 2001) conducted a study which incorporated the repetition of a complex poster carousel task.”
Background
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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