The Influence of Task Repetition Type on Young EFL Learners' Attention to Form

Autor/inn/en	Hidalgo, María Ángeles; García Mayo, María del Pilar
Titel	The Influence of Task Repetition Type on Young EFL Learners' Attention to Form
Quelle	In: Language Teaching Research, 25 (2021) 4, S.565-586 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hidalgo, María Ángeles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819865559
Schlagwörter	Grammar; Teaching Methods; Task Analysis; Collaborative Writing; Second Language Learning; Second Language Instruction; Language Usage; Learning Processes; English (Second Language); Peer Relationship; Sociocultural Patterns; Elementary School Students; Language Tests; Content and Language Integrated Learning; Foreign Countries; Comparative Analysis; Spain + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Peer-Beziehungen; Soziokulturelle Theorie; Language test; Sprachtest; CLIL; Lernkonzept; Ausland; Spanien
Abstract	Task repetition (TR) is a valuable tool to direct learners' attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners' focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners' (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population's output. The present study aims to fill this gap by analysing the impact of TR on YLs' (age 11-12) attention to form, operationalized as language-related episodes (LREs). Forty (n = 40) beginner learners of English as a foreign language (EFL) worked with two types of TR: exact TR (ETR), where the participants repeated exactly the same task, and procedural TR (PTR), where the participants repeated task type but with different content. Contrary to most previous research, most LREs were form-focused, and resolved target-like in both groups. The results also revealed a statistically significant decrease in the number of LREs at time 3 in the ETR group, whereas the LREs in the PTR group remained stable. Pedagogical implications of these findings will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01