Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction
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Scott Aubrey
Abstract
Previous classroom-based research has shown that task repetition (Kim, 2013) and interlocutor proficiency (e.g. Watanabe & Swain, 2007) can affect the extent to which learners reflect on language form during the performance of collaborative tasks. Furthering these lines of inquiry, this study compares the effect of task repetition on Japanese EFL learners’ attention to linguistic form during the performances of oral tasks under two conditions: when task repetition involves (1) a Japanese interlocutor and (2) a non-Japanese interlocutor. Japanese learners (n = 36) from two EFL classes performed two oral, collaborative tasks in pairs. In one class, learners were paired with international, English-speaking students (n = 18), while in the other class learners were paired with peers of the same class. Participants in each group kept the same partner for the duration of the initial and repeated task performances. Task interactions were transcribed and analyzed in terms of language-related episodes (LREs). Results indicated that repeating tasks with a non-Japanese interlocutor led to a number of significant benefits, including a higher incidence of LREs overall, more episodes being resolved with uptake, and a higher rate of complex and grammatical LREs than during the first task performances. On the other hand, repetition with a Japanese interlocutor resulted in no significant change in LRE production, but a significant decrease in the production of lexical LREs.
Abstract
Previous classroom-based research has shown that task repetition (Kim, 2013) and interlocutor proficiency (e.g. Watanabe & Swain, 2007) can affect the extent to which learners reflect on language form during the performance of collaborative tasks. Furthering these lines of inquiry, this study compares the effect of task repetition on Japanese EFL learners’ attention to linguistic form during the performances of oral tasks under two conditions: when task repetition involves (1) a Japanese interlocutor and (2) a non-Japanese interlocutor. Japanese learners (n = 36) from two EFL classes performed two oral, collaborative tasks in pairs. In one class, learners were paired with international, English-speaking students (n = 18), while in the other class learners were paired with peers of the same class. Participants in each group kept the same partner for the duration of the initial and repeated task performances. Task interactions were transcribed and analyzed in terms of language-related episodes (LREs). Results indicated that repeating tasks with a non-Japanese interlocutor led to a number of significant benefits, including a higher incidence of LREs overall, more episodes being resolved with uptake, and a higher rate of complex and grammatical LREs than during the first task performances. On the other hand, repetition with a Japanese interlocutor resulted in no significant change in LRE production, but a significant decrease in the production of lexical LREs.
Kapitel in diesem Buch
- 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
Kapitel in diesem Buch
- 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
