Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Masahiro Takimoto
Keyword(s):  
Second Language ◽  
Task Type ◽  
Task Repetition ◽  
Identical Task ◽  
And Task

Investigating task and modality switching costs using bimodal stimuli

2012 ◽  
Vol 25 (0) ◽  
pp. 22
Author(s):  
Raj Sandhu ◽  
Ben Dyson
Keyword(s):  
Task Switching ◽  
Visual Stimulus ◽  
Switching Costs ◽  
Stimulus Presentation ◽  
Task Type ◽  
Task Repetition ◽  
Specific Combination ◽  
Task Change ◽  
Modality Switching ◽  
And Task

Investigations of concurrent task and modality switching effects have to date been studied under conditions of uni-modal stimulus presentation. As such, it is difficult to directly compare resultant task and modality switching effects, as the stimuli afford both tasks on each trial, but only one modality. The current study investigated task and modality switching using bi-modal stimulus presentation under various cue conditions: task and modality (double cue), either task or modality (single cue) or no cue. Participants responded to either the identity or the position of an audio–visual stimulus. Switching effects were defined as staying within a modality/task (repetition) or switching into a modality/task (change) from trial n − 1 to trial n, with analysis performed on trial n data. While task and modality switching costs were sub-additive across all conditions replicating previous data, modality switching effects were dependent on the modality being attended, and task switching effects were dependent on the task being performed. Specifically, visual responding and position responding revealed significant costs associated with modality and task switching, while auditory responding and identity responding revealed significant gains associated with modality and task switching. The effects interacted further, revealing that costs and gains associated with task and modality switching varying with the specific combination of modality and task type. The current study reconciles previous data by suggesting that efficiently processed modality/task information benefits from repetition while less efficiently processed information benefits from change due to less interference of preferred processing across consecutive trials.

Effect of modality and task type on interlanguage variation

ReCALL ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Hye Yeong Kim
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Task Type ◽  
L2 Acquisition ◽  
Mediated Communication ◽  
Face To Face ◽  
Oral Interaction ◽  
Task Types ◽  
And Task

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use

2016 ◽  
Vol 21 (6) ◽  
pp. 681-698 ◽  
Author(s):  
Xuyan Qiu ◽  
Yuen Yi Lo
Keyword(s):  
Second Language ◽  
Affective Response ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Task Repetition ◽  
Oral Performance ◽  
Efl Learners ◽  
Oral Production ◽  
Content Familiarity ◽  
And Task

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners’ engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL) learners’ engagement in oral performance. Sixty EFL learners performed four narrative tasks with two familiar and two unfamiliar topics. They also repeated the same tasks to the same audience. Their oral production was analysed with various measures of behavioural and cognitive engagement. Stimulated recalls were collected from twenty-one participants to capture their emotional engagement. The participants were behaviourally and cognitively more engaged in tasks with familiar topics as well as having a more positive affective response to them. Repeating the tasks, however, negatively influenced behavioural and cognitive engagement, although the participants felt more relaxed and confident. In addition, the participants were more motivated to repeat unfamiliar topics, although they demonstrated more noticeable declines in their frequency of self-repair (an indicator of cognitive engagement) for these topics. These results provided empirical evidence for the relationship between task design and implementation factors and L2 task engagement. Teachers might base repetition decisions partially on learners’ familiarity with the topic.

Sign in / Sign up

Export Citation Format

Share Document