Chapter 8. Perform, reflect, recycle
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Tony Lynch
Abstract
In this chapter I review my research into the benefits of various forms of internal repetition in speaking tasks created for English for Academic Purposes (EAP) and English for Specific Purposes (ESP) courses at the University of Edinburgh. A common objective of the tasks was that they should create a context for language learners to recycle their performance – adapting and modifying their previous output, rather than merely doing the same thing again. I discuss four different speaking tasks and analyze the specific forms of recycling that they involved. After summarizing the evidence that each promoted improved learners’ spoken output in later task cycles, I contrast the findings with those from my recent replication study. In that study, I used one of the speaking tasks in a different pedagogic context, and found virtually no change in learners’ performances. I will suggest how this difference in uptake might stem from the way in which participants translated task-as-workplan into task-in-process, as well as from other contextual factors. Drawing on this synthesis of two decades of research, I propose a model of task recycling that incorporates the use of reflection activities, feedback, and comparator recordings, through which teachers can help second language learners to recycle and enhance their spoken English output.
Abstract
In this chapter I review my research into the benefits of various forms of internal repetition in speaking tasks created for English for Academic Purposes (EAP) and English for Specific Purposes (ESP) courses at the University of Edinburgh. A common objective of the tasks was that they should create a context for language learners to recycle their performance – adapting and modifying their previous output, rather than merely doing the same thing again. I discuss four different speaking tasks and analyze the specific forms of recycling that they involved. After summarizing the evidence that each promoted improved learners’ spoken output in later task cycles, I contrast the findings with those from my recent replication study. In that study, I used one of the speaking tasks in a different pedagogic context, and found virtually no change in learners’ performances. I will suggest how this difference in uptake might stem from the way in which participants translated task-as-workplan into task-in-process, as well as from other contextual factors. Drawing on this synthesis of two decades of research, I propose a model of task recycling that incorporates the use of reflection activities, feedback, and comparator recordings, through which teachers can help second language learners to recycle and enhance their spoken English output.
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
