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

Standard

Effects of task repetition on written language production in Task Based Language Teaching. / Indrarathne, Bimali .

Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching. Lancaster, 2014. p. 41-65.

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

Harvard

Indrarathne, B 2014, Effects of task repetition on written language production in Task Based Language Teaching. in Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching. Lancaster, pp. 41-65. <https://www.lancaster.ac.uk/fass/events/laelpgconference/papers/v08/Bimali-Indrarathne.pdf>

APA

Indrarathne, B. (2014). Effects of task repetition on written language production in Task Based Language Teaching. In Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching (pp. 41-65). https://www.lancaster.ac.uk/fass/events/laelpgconference/papers/v08/Bimali-Indrarathne.pdf

Vancouver

Indrarathne B. Effects of task repetition on written language production in Task Based Language Teaching. In Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching. Lancaster. 2014. p. 41-65

Author

Indrarathne, Bimali . / Effects of task repetition on written language production in Task Based Language Teaching. Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching. Lancaster, 2014. pp. 41-65

Bibtex - Download

@inproceedings{25ca19908a1f409d89b2278865c13cc6,
title = "Effects of task repetition on written language production in Task Based Language Teaching.",
abstract = "Different types of communicative tasks are used to promotelanguage learning in Task Based Language Teaching.Repetition of such tasks in class is considered to help learnersto reflect on their own language production and thus assiststhem to improve their performance. It is believed that learnersare able to store information related to conceptualisation,formulation and articulation when a task is performed for thefirst time and this information can be utilised productivelywhen the same task is performed for the second time.Consequently, on the second performance, learners are left withmore time to pay attention to other aspects such as fluency,accuracy and complexity of their language production. Severalempirical studies on oral task repetition have given positiveevidence of increased fluency, accuracy and complexity of taskrepetition. However, there has been limited research on theimpact of repetition on written language production. This paperdiscusses the results of a case study of written narrative taskrepetition in which the participant displayed increasedperformance in accuracy, fluency and complexity of her writtenlanguage production, in particular in accuracy. The study alsoreveals that learners are likely to transfer their knowledge ofdiscourse features related to a task when it is performedrepeatedly.",
author = "Bimali Indrarathne",
year = "2014",
language = "English",
pages = "41--65",
booktitle = "Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching",

}

RIS (suitable for import to EndNote) - Download

TY - GEN

T1 - Effects of task repetition on written language production in Task Based Language Teaching.

AU - Indrarathne, Bimali

PY - 2014

Y1 - 2014

N2 - Different types of communicative tasks are used to promotelanguage learning in Task Based Language Teaching.Repetition of such tasks in class is considered to help learnersto reflect on their own language production and thus assiststhem to improve their performance. It is believed that learnersare able to store information related to conceptualisation,formulation and articulation when a task is performed for thefirst time and this information can be utilised productivelywhen the same task is performed for the second time.Consequently, on the second performance, learners are left withmore time to pay attention to other aspects such as fluency,accuracy and complexity of their language production. Severalempirical studies on oral task repetition have given positiveevidence of increased fluency, accuracy and complexity of taskrepetition. However, there has been limited research on theimpact of repetition on written language production. This paperdiscusses the results of a case study of written narrative taskrepetition in which the participant displayed increasedperformance in accuracy, fluency and complexity of her writtenlanguage production, in particular in accuracy. The study alsoreveals that learners are likely to transfer their knowledge ofdiscourse features related to a task when it is performedrepeatedly.

AB - Different types of communicative tasks are used to promotelanguage learning in Task Based Language Teaching.Repetition of such tasks in class is considered to help learnersto reflect on their own language production and thus assiststhem to improve their performance. It is believed that learnersare able to store information related to conceptualisation,formulation and articulation when a task is performed for thefirst time and this information can be utilised productivelywhen the same task is performed for the second time.Consequently, on the second performance, learners are left withmore time to pay attention to other aspects such as fluency,accuracy and complexity of their language production. Severalempirical studies on oral task repetition have given positiveevidence of increased fluency, accuracy and complexity of taskrepetition. However, there has been limited research on theimpact of repetition on written language production. This paperdiscusses the results of a case study of written narrative taskrepetition in which the participant displayed increasedperformance in accuracy, fluency and complexity of her writtenlanguage production, in particular in accuracy. The study alsoreveals that learners are likely to transfer their knowledge ofdiscourse features related to a task when it is performedrepeatedly.

M3 - Conference contribution

SP - 41

EP - 65

BT - Proceedings of the 8th International Postgraduate Conference in Linguistics and Language Teaching

CY - Lancaster

ER -