Exploring the benefits of task repetition and recycling for classroom language learning

By T. Lynch, Jan Maclean. 2000

257 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0f6c43b29fdd612672c59fda833d338675428a91

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “Immediate repetition, on the other hand, was shown by Lynch and Maclean (2000, 2001) to improve accuracy in terms of phonology, vocabulary, semantic precision, and syntax.”
Teachers Exploring Tasks in English Language Teaching (2005, background): “Learners also gained confidence as they talked about their topic for a second or third time; see Lynch and Maclean (2001) for further benefits of task repetition.”
TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING (2016, methodology): “Of the different forms of planning proposed by Ellis ( 2005 ), rehearsal (or task repetition) has been shown to have the most robust effects on L2 fl uency (Ahmadian & Tavakoli, 2011 ; Arevart & Nation, 1991 , 1993 ; Bygate, 2001 ; Lynch & Maclean, 2000 ; Nation, 1989 ; Wang, 2014 ).”
Learning from the transcripts of an oral communication task (2007, background): “…sort can allow learners to exploit their familiarity, gained during first performance, with the content and task demands, and with the process of formulating the desired meanings, so that they are able to devote more attention to getting the language right (Lynch and Maclean 2000; Bygate 2001).”
Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “Lynch and Maclean (2000; 2001) conducted a study which incorporated the repetition of a complex poster carousel task.”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, background): “A number of studies have confirmed that task repetition enhances complexity and/or fluency (Bygate, 1996, 2001; Gass et al., 1999; Lynch & Maclean, 2000).”