Effects of Task Repetition on Learners' Attention Orientation in L2 Oral Production

Autor/in	Fukuta, Junya
Titel	Effects of Task Repetition on Learners' Attention Orientation in L2 Oral Production
Quelle	In: Language Teaching Research, 20 (2016) 3, S.321-340 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815570142
Schlagwörter	Task Analysis; Oral Language; English (Second Language); Second Language Learning; Asians; Recall (Psychology); Grammar; Syntax; Language Processing; Teaching Methods; Narration; Second Language Instruction; Undergraduate Students; Accuracy; Statistical Analysis; Foreign Countries; Multivariate Analysis; Japan + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Abberufung; Grammatik; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Statistische Analyse; Ausland; Multivariate Analyse
Abstract	Task repetition facilitates learners' performance, at least temporarily: Since learners are already familiar with the content of the task at the initial enactment, they are capable of focusing their attention on linguistic form during the following enactment. However, the analysis in previous studies treated various aspects of "form" as one package. This study examined learners' attention shifts during repeated task engagement by methodological triangulation. The experiment required 28 Japanese learners of English to perform narrative tasks twice. Learners' performance was analysed, and the protocol data elicited by stimulated recall were coded along their attention orientations. The result partially supported the form-focused effects of task repetition: learners focused more on the syntactic encoding process and less on the conceptualizing process at the second task enactment when they engaged in the same task twice. Possible theoretical and pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01