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Autor/inn/en | Suzuki, Yuichi; Hanzawa, Keiko |
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Titel | Massed Task Repetition Is a Double-Edged Sword for Fluency Development: An EFL Classroom Study |
Quelle | In: Studies in Second Language Acquisition, 44 (2022) 2, S.536-561 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Suzuki, Yuichi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0272-2631 |
DOI | 10.1017/S0272263121000358 |
Schlagwörter | Repetition; Task Analysis; Second Language Learning; English (Second Language); Oral Language; Cartoons; Intervals; Language Fluency; Articulation (Speech) |
Abstract | To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |