Chapter 12. Effects of task repetition on the structure and control of oral language

By Martin Bygate. 2009

327 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/827f7851e469baf0633c2caa98a6e0c7f8471d95

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Citations in the corpus

Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “…experience of performing the tasks, language learners become more automatised and will be endowed with freer attentional capacity and can attend to other dimensions of language production (i.e., fluency) more effectively (Amiryousefi, 2016; Bygate, 2001; Larsen-Freeman, 2012; Skehan, 2009).”
Effects of task repetition on learners’ attention orientation in L2 oral production (2016, methodology): “The statistical test was conducted and the effect size was also considered, in terms of Cohen’s (1988) criteria: small: r = .”
TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING (2016, methodology): “167 Studies in Second Language Acquisition , 2017, 39 , 167 – 196 . doi:10.1017/S0272263116000085 © Cambridge University Press 2016”
The task is not enough: Processing approaches to task-based performance (2012, background): “It may be that the engagement during the first performance does enable better ‘packaging’ of ideas in the second (Bygate, 2001), and so raises complexity.”
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).”
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “Bygate (2001) found that repetition affected performance even when speeches were ten weeks apart.”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, background): “The task features explored in this paradigm include the following: participant structure (Long, 1983; Pica, 1996); direction of information exchange (Pica, 1994); diversity of task outcomes (Duff, 1986); opportunities for focus on form (Doughty & Williams, 1998; Swain, 1991); the effects of pretask ”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, methodology): “…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).”