Chapter 4. Discourse performance in L2 task repetition
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Zhan Wang
Abstract
‘Repetition’ in language practice has often been associated with behavioristic drills, typically regarded as giving rise to habit formation, and often excluded from mainstream language teaching approaches. However, this study, drawing upon Bygate’s (1999) argument that task is a context for the framing and reframing of language, shows that repetition in meaningful tasks does not necessarily involve passive performance repetition; instead, L2 learners are actively re-constructing the narrative discourse. This study provides support to this argument through the analysis of the speech samples from thirteen learners performing an immediate exact L2 task repetition. The participants were asked to perform a video-based monologue story narration twice to an imagined listener, and the comparison of the learners’ first and second speech performances shows that the learners enhanced their discourse performance with: (1) increased quantity of discourse (evidenced by more Total Words, Total Propositions, and higher P-density); (2) increased cohesion (evidenced by higher ratio of given words to new words in sentences based on latent semantic analysis, i.e., LSA Given/New value); and (3) increased quality of lexis (evidenced by higher Noun Hyperonymy value, indicating more specific nouns used). The results suggest that task repetition, in addition to its effects on language complexity, accuracy, and fluency, has an impact on learners’ speech performance at the discourse level.
Abstract
‘Repetition’ in language practice has often been associated with behavioristic drills, typically regarded as giving rise to habit formation, and often excluded from mainstream language teaching approaches. However, this study, drawing upon Bygate’s (1999) argument that task is a context for the framing and reframing of language, shows that repetition in meaningful tasks does not necessarily involve passive performance repetition; instead, L2 learners are actively re-constructing the narrative discourse. This study provides support to this argument through the analysis of the speech samples from thirteen learners performing an immediate exact L2 task repetition. The participants were asked to perform a video-based monologue story narration twice to an imagined listener, and the comparison of the learners’ first and second speech performances shows that the learners enhanced their discourse performance with: (1) increased quantity of discourse (evidenced by more Total Words, Total Propositions, and higher P-density); (2) increased cohesion (evidenced by higher ratio of given words to new words in sentences based on latent semantic analysis, i.e., LSA Given/New value); and (3) increased quality of lexis (evidenced by higher Noun Hyperonymy value, indicating more specific nouns used). The results suggest that task repetition, in addition to its effects on language complexity, accuracy, and fluency, has an impact on learners’ speech performance at the discourse level.
Chapters in this book
- Prelim pages i
- Table of contents v
- Series Editors’ Preface vii
- Introduction 1
- Chapter 1. Task repetition for language learning 27
- Chapter 2. Grammatical structures and oral fluency in immediate task repetition 43
- Chapter 3. The effects of task repetition and task complexity on L2 lexicon use 75
- Chapter 4. Discourse performance in L2 task repetition 97
- Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction 117
- Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production 143
- Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type 171
- Chapter 8. Perform, reflect, recycle 193
- Chapter 9. Second language learning through repeated engagement in a poster presentation task 223
- Chapter 10. Mediating input-based tasks for beginner learners through task repetition 255
- Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective 279
- Chapter 12. Task repetition or task iteration? 311
- External reviewers 331
- Subject index 333
Chapters in this book
- Prelim pages i
- Table of contents v
- Series Editors’ Preface vii
- Introduction 1
- Chapter 1. Task repetition for language learning 27
- Chapter 2. Grammatical structures and oral fluency in immediate task repetition 43
- Chapter 3. The effects of task repetition and task complexity on L2 lexicon use 75
- Chapter 4. Discourse performance in L2 task repetition 97
- Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction 117
- Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production 143
- Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type 171
- Chapter 8. Perform, reflect, recycle 193
- Chapter 9. Second language learning through repeated engagement in a poster presentation task 223
- Chapter 10. Mediating input-based tasks for beginner learners through task repetition 255
- Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective 279
- Chapter 12. Task repetition or task iteration? 311
- External reviewers 331
- Subject index 333
