Procedural repetition in task-based interaction among young EFL learners: does it make a difference?
| dc.contributor.author | Lázaro Ibarrola, Amparo | |
| dc.contributor.author | Hidalgo Gordo, María Ángeles | |
| dc.contributor.department | Filología y Didáctica de la Lengua | es_ES |
| dc.contributor.department | Filologia eta Hizkuntzaren Didaktika | eu |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.date.accessioned | 2024-12-18T12:43:07Z | |
| dc.date.available | 2024-12-18T12:43:07Z | |
| dc.date.issued | 2017-12-30 | |
| dc.date.updated | 2024-12-18T12:22:43Z | |
| dc.description.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. | en |
| dc.description.sponsorship | The two authors gratefully acknowledge the funding from research grant FFI2012-32212 (Spanish Ministry of Economy and Competitiveness) and a pre-doctoral grant awarded to the second author by the Spanish Ministry of Economy and Competitiveness [BES-2013-063291]. | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | 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. | |
| dc.identifier.doi | 10.1075/itl.16024.laz | |
| dc.identifier.issn | 0019-0810 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/52784 | |
| dc.language.iso | eng | |
| dc.publisher | John Benjamins Publishing | |
| dc.relation.ispartof | International Journal of Applied Linguistics (ITL) (2017), vol. 168, núm. 2 | |
| dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Nacional de I+D+i 2008-2011/FFI2012-32212/ | |
| dc.relation.projectID | info:eu-repo/grantAgreement/MINECO//BES-2013-063291/ES/ | |
| dc.relation.publisherversion | https://doi.org/10.1075/itl.16024.laz | |
| dc.rights | © 2017 John Benjamins Publishing Company. This manuscript version is made available under the CC BY | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Young learners | en |
| dc.subject | Task repetition | en |
| dc.subject | Procedural repetition | en |
| dc.subject | Negotiation of meaning | en |
| dc.subject | CAF | en |
| dc.subject | EFL | en |
| dc.title | Procedural repetition in task-based interaction among young EFL learners: does it make a difference? | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | |
| dspace.entity.type | Publication | |
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