Integrative planning through the use of task repetition.

By Martin Bygate, V. Samuda. 2005

213 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/03c9cdc9838fe52f964c0a6b32e67506af3ac5d8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “This finding confirms the importance of recent calls (Bygate & Samuda, 2005; Mochizuki & Ortega, 2008; Norris & Ortega, 2009; Robinson, 2007; Robinson & Ellis, 2008) for employing both general and specific measures when investigating the link between task complexity and the quality of speech…”
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification (2013, methodology): “De Bot (1992) adapted Levelt’s (1989) ideas in order to create a second language (L2) model of speech production that can explain phenomena such as code-switching, cross-linguistic influence, relative speed of production, and differences in proficiency between the L1 and the L2.”
Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “When they have the chance to repeat a task, learners can shift their attention to produce more complex grammar, more appropriate vocabulary, and they can generally organize and optimize their language resources more effectively (Bygate, 1996; 2001; Gass et al., 1999; Németh and Kormos, 2001; Bygate ”
Effects of task repetition on learners’ attention orientation in L2 oral production (2016, background): “Bygate and Samuda (2005) postulate that ‘part of the work of conceptualization, formulation and articulation carried out on the first occasion is kept in the learners’ memory store and can be reused on the second occasion’ (2001, p. 29).”
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “Second, vocabulary and grammatical structures are generated not so much during pre-task planning as during the first delivery of a speech (cf. Bygate & Samuda, 2005, p. 65).”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, background): “…el l a s in te rv ie w in g R ep ea tin g th e ta sk tw ic e w ith 1 0- w ee k in te rv al b et w ee n In cr ea se in fl ue nc y an d co m pl ex ity (1996) results were also corroborated in a more recent study carried out by Bygate and Samuda (2005), which was based on the dataset in Bygate (2001).”
Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. (2014, background): “…altered tasks whether whole tasks, or parts of a task” (Bygate & Samuda, 2005, p. 43), which is realized by telling the same topic to different persons, or asking different people about the similar question, or using the same materials to communicate more than once, etc. (Bygate & Samuda, 2005).”