By the same authors

Effects of task repetition on written language production in Task Based Language Teaching.

Research output: Chapter in Book/Report/Conference proceedingConference contribution



Publication details

Title of host publicationProceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching
DatePublished - 2014
Number of pages65
Place of PublicationLancaster
Original languageEnglish


Different types of communicative tasks are used to promote
language learning in Task Based Language Teaching.
Repetition of such tasks in class is considered to help learners
to reflect on their own language production and thus assists
them to improve their performance. It is believed that learners
are able to store information related to conceptualisation,
formulation and articulation when a task is performed for the
first time and this information can be utilised productively
when the same task is performed for the second time.
Consequently, on the second performance, learners are left with
more time to pay attention to other aspects such as fluency,
accuracy and complexity of their language production. Several
empirical studies on oral task repetition have given positive
evidence of increased fluency, accuracy and complexity of task
repetition. However, there has been limited research on the
impact of repetition on written language production. This paper
discusses the results of a case study of written narrative task
repetition in which the participant displayed increased
performance in accuracy, fluency and complexity of her written
language production, in particular in accuracy. The study also
reveals that learners are likely to transfer their knowledge of
discourse features related to a task when it is performed

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