Chapter 9. Second language learning through repeated engagement in a poster presentation task
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Emi Kobayashi
Abstract
This chapter reports on an ethnographic multiple-case study of EFL students’ language learning through repeated engagement in a poster presentation task. The study draws upon sociocultural and ecological perspectives to highlight the interpersonal processes that contribute to L2 students’ learning through a poster carousel (Lynch & Maclean, 2000, 2001) that involved three presentations by the same group on the same topic, each followed by a question-answer session. Participants were Japanese undergraduate students, and data were collected primarily through classroom observations, audio-recordings of task-related interactions, semi-structured interviews, and collection of relevant documents. Recorded discourse was analyzed mainly using an ethnography of communication approach (Duff, 2002) in order to trace the interactional trajectories that led to changes in students’ performances. The analysis showed that students benefited from their repeated experiences with the task in a variety of ways. Some students acted upon the feedback from their audience to refine their subsequent task performances. Other students used questions from their previous audience to invite contributions from the current audience. Importantly, not all students were willing to change their second and third performances because their main concern was to avoid risk-taking. The chapter concludes by discussing the implications of these findings for research and pedagogy.
Abstract
This chapter reports on an ethnographic multiple-case study of EFL students’ language learning through repeated engagement in a poster presentation task. The study draws upon sociocultural and ecological perspectives to highlight the interpersonal processes that contribute to L2 students’ learning through a poster carousel (Lynch & Maclean, 2000, 2001) that involved three presentations by the same group on the same topic, each followed by a question-answer session. Participants were Japanese undergraduate students, and data were collected primarily through classroom observations, audio-recordings of task-related interactions, semi-structured interviews, and collection of relevant documents. Recorded discourse was analyzed mainly using an ethnography of communication approach (Duff, 2002) in order to trace the interactional trajectories that led to changes in students’ performances. The analysis showed that students benefited from their repeated experiences with the task in a variety of ways. Some students acted upon the feedback from their audience to refine their subsequent task performances. Other students used questions from their previous audience to invite contributions from the current audience. Importantly, not all students were willing to change their second and third performances because their main concern was to avoid risk-taking. The chapter concludes by discussing the implications of these findings for research and pedagogy.
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
