Publication:
Procedural repetition in task-based interaction among young EFL learners: does it make a difference?

Date

2017-12-30

Director

Publisher

John Benjamins Publishing
Acceso abierto / Sarbide irekia
Artículo / Artikulua
Versión aceptada / Onetsi den bertsioa

Project identifier

AEI/Plan Nacional de I+D+i 2008-2011/FFI2012-32212
MINECO//BES-2013-063291/ES/recolecta
Métricas Alternativas

Abstract

Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to repeat a task three times. Their negotiation strategies and general performance (accuracy, fluency and complexity) were analysed. Results show that, in the third repetition, the amount of confirmation checks and repetitions decreased significantly and accuracy timidly improved. All other aspects remained unaffected. The pedagogical implications of these results are also discussed.

Description

Keywords

Young learners, Task repetition, Procedural repetition, Negotiation of meaning, CAF, EFL

Department

Filología y Didáctica de la Lengua / Filologia eta Hizkuntzaren Didaktika / Institute for Advanced Social Research - ICOMMUNITAS

Faculty/School

Degree

Doctorate program

item.page.cita

Lázaro-Ibarrola, A., Hidalgo, M.Á. (2017). Procedural repetition in task-based interaction among young EFL learners: does it make a difference?. ITL-International Journal of Applied Linguistics, 168(2), 183-202. https://doi.org/10.1075/itl.16024.laz.

item.page.rights

© 2017 John Benjamins Publishing Company. This manuscript version is made available under the CC BY

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