• The Effect of Task Repetition and Corrective Feedback in L2 Writing: A Pilot Study

    Author(s):
    SLS Working Papers (view group) , Sehoon Jung
    Editor(s):
    Sehoon Jung, Megan Smith
    Date:
    2013
    Group(s):
    SLS Working Papers
    Subject(s):
    Applied linguistics, Second language acquisition, Writing
    Item Type:
    Online publication
    Tag(s):
    Second Language Instruction, student tasks, task
    Permanent URL:
    https://doi.org/10.17613/jcd6-hg77
    Abstract:
    There is great interest in the role of task planning on learner performance and L2 development (for a review, see Ellis, 2009). In this line of research, the question of whether or not repetition of the same oral/written task—repeating as a type of task planning— is pedagogically useful for second language (L2) learning is an intriguing one both for second language researchers and educators. In particular, it is of empirical and practical interest to explore to what extent task repetition helps learners to produce improved language output with less cognitive burden inside and outside of the repetition cycle 1 However, such positive effects reported in the literature have often come with limitations regarding their range of benefits. First, the learners generally showed improvement on fluency and complexity, but showed less or no improvement on linguistic accuracy , and how this contributes to the development of multiple dimensions of L2 spoken or written proficiency in the short- and long-term. With this in mind, findings from previous research suggest that implementation of task repetition with or without additional treatment (e.g., reformulation, or feedback) may be beneficial for learners to some extent (e.g., Adams, 2003; Bygate, 1996, 2001; Bygate & Samuda, 2005; Gass, Mackey, Alvarez-Torres, & FernandezGarcia, 1999; Lynch & Maclean, 2000; Sheppard, 2006; Swain & Lapkin, 2002).
    Metadata:
    Published as:
    Online publication    
    Status:
    Published
    Last Updated:
    5 months ago
    License:
    Attribution
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