"After more than 20 years of research, this is the first book-length treatment of second language task repetition - the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assessment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational contexts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning"--.

• Learning Language through Task Repetition
• Editorial page
• Title page
• LCC data
• Table of contents
• Series Editors’ Preface
• Introduction
  • The construct of ‘task repetition’
  • Tasks as attentional frames
  • Task repetition studies within TBLT research
  • Early research into task repetition
  • Task repetition and learning in different fields
  • Task repetition in language pedagogy
    • Type 1 task repetition
    • Type 2 task repetition
    • Type 3 task repetition
    • Type 4 task repetition
    • Type 5 task repetition
    • Type 6 task repetition
  • Pedagogical applications of task repetition
  • The scope of the volume
  • Envoi
  • References
• 1. Task repetition for language learning
  • Contributions from skill acquisition theory
  • Contributions from other areas of cognitive psychology
  • Contributions from SLA research
  • What should be next
  • References
• 2. Grammatical structures and oral fluency in immediate task repetition
  • Introduction
  • Immediate task repetition
  • What speakers do when they repeat a task
  • Measuring similarity between iterations
    • What to count: Similarity at the level of the word and above
    • How to compute similarity: Using frequency to estimate informativeness
    • How to compute similarity: Cosine similarity with tf-idf weighting
  • Research questions
  • Method
    • Participants
    • Materials
    • Procedure
    • Analysis
  • Results
    • Re-use between and within prompts
    • Re-use under constant and decreasing time and by iteration
    • Correlations between similarity and fluency
  • Discussion and conclusion
  • Acknowledgements
  • References
• 3. The effects of task repetition and task complexity on L2 lexicon use
  • The effects of task repetition and task complexity on L2 lexicon use
  • Background
    • Task repetition and L2 oral production during monologic tasks
    • Repeating different characteristics of collaborative tasks
    • Beyond task repetition effects: Mediating variables
  • Method
    • Participants
    • Materials
    • Procedure
    • Data analysis: Natural language processing tools (NLPT)
    • Statistical analysis
  • Results
    • Word familiarity
    • Word age of acquisition
    • Word frequency
  • Discussion
  • Conclusion
  • References
• 4. Discourse performance in L2 task repetition
  • Introduction
  • Effects of task repetition on speech performance (CALF)
  • Discourse competence in language teaching, learning, and assessment
    • Discourse competence
    • Discourse competence in language teaching and learning
    • Discourse performance in language assessment (CEFR)
  • Discourse performance measures in this study
  • Research questions
  • Methodology
    • Participants
    • Immediate task repetition
    • Data collection procedure
    • Measures of discourse performancest
    • Discourse quantity
    • Cohesion
    • Lexical quality
  • Analysis
  • Results
    • Results for discourse quantity
    • Results for cohesion
    • Results for lexical quality
  • Discussion
    • Discourse performance in TBLT
    • Implications for TBLT pedagogy
  • Conclusion and future research
  • Acknowledgement
  • References
• 5. The impact of intra-cultural and inter-cultural task repetition on interaction
  • Introduction
  • Attention to form during task interaction
  • Effect of task repetition on LREs
  • Effect of interlocutor on LREs
  • The current study
  • Method
    • Participants
    • Research design
    • Tasks
  • Analysis
    • Identification of LREs
    • Linguistic focus
    • Type
    • Complexity
    • Resolution
    • Inter-coder reliability
    • Examining task repetition
  • Results
    • Total LREs
    • Linguistic focus
    • Type
    • Complexity
    • Resolution
  • Discussion
  • Conclusion
  • References
• 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production
  • Introduction
  • Background
    • Task type
    • Task rehearsal
    • Task performance criteria
    • The study
  • Independent variables
    • Task type
    • Task-type repetition
    • Task performance criteria
  • Research questions
  • Method
    • Design
  • Dependent variables
    • Complexity measures
    • Accuracy measure
    • Fluency measures
  • Participants
  • Data collection and coding
  • Statistical analyses
  • Results
  • Task type
  • Task-type repetition
  • Performance criteria
  • Discussion
    • Task type and language production
    • Task-type repetition and language production
    • Performance criteria and language production
    • The interaction between task and condition
    • The added value of the HC criterion
  • Conclusion
  • Acknowledgement
  • References
• 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type
  • Theoretical issues
  • Previous studies of task repetition
    • Task repetition studies involving intervention
  • Stimulated recall
  • Method
    • Participants
    • Design
    • Instruments
    • Experimental procedure
    • Analysis
  • Results
    • Summary
  • Discussion
  • Conclusion
  • References
• 8. Perform, reflect, recycle
  • Introduction
  • Alternative perspectives in task repetition research
  • Enhanced repetition
  • Benefits of enhanced repetition: Four classroom tasks
    • Task 1: Free Talk
    • Task 2: Poster Carousel
    • Task 3: Conference Presentation
    • Task 4: Scenario
    • Some counter evidence: A second Poster Carousel study
    • A model for maximising the benefits of enhanced repetition
  • Conclusion
  • References
• 9. Second language learning through repeated engagement in a poster presentation task
  • Introduction
  • Previous studies on task repetition
  • Theoretical framework
  • Empirical study
    • The purpose of the study
    • Context of the study and participants
    • The focal task
    • Data collection
    • Data analysis
    • Teacher expectations and associated practices
    • Ryo’s continued effort to improve his speech
    • Nagi’s unpacking of a complex sentence
    • Ako’s appropriation of audience questions through procedural repetition
    • Rena’s non-appropriation of audience feedback
  • Discussion
  • Conclusion
  • Acknowledgments
  • References
  • Appendix
• 10. Mediating input-based tasks for beginner learners through task repetition
  • Introduction
  • Language development in sociocultural theory
    • Regulation and internalization
    • Zone of proximal development (ZPD)
    • Activity theory
    • The study
    • Participants
    • Teaching materials and procedures
    • Data analysis
    • Findings
    • Mediating the learners’ completion of the task
      • Teacher’s action 1: Comprehension strategies
      • Teacher’s action 2: Elaborating a key word
      • Teacher’s action 3: L1 use
    • Pushing learners to self-regulate
      • Encouraging students to request clarifications using adjectives
      • Teacher’s action 2: Pushing students to comprehend the plural morpheme
      • Teacher’s action 3: Encouraging the students to use the L2
  • Conclusion
  • References
• 11. Understanding benefits of repetition from a complex dynamic systems perspective
  • Introduction
  • Previous research on oral task repetition
  • Benefits of writing task repetition: Internal repetition and self-regulation
  • Understanding task repetition from the perspective of complex dynamic systems
  • The present study
  • Method
    • Background
    • Task and procedure
    • Analysis
  • Results
    • Yuto
    • Taka
  • Discussion
  • Conclusion
  • Acknowledgements
  • References
• 12. Task repetition or task iteration?
  • Introduction
  • CDST’s interpretation of learning through task repetition
  • Applications to research and teaching
  • Iteration, not repetition
  • Adaptation
  • Different learning paths
  • Transfer
  • Measurement
  • Nonlinearity
  • Conclusion
  • References
• Subject index