Manipulating task implementation variables with incipient Spanish language learners: A classroom

A growing body of research has shown a positive role of task-supported instruction in second language (L2) learning (Ellis, 2003a; Loewen, 2015; Van Den Branden, 2006). From a pedagogical perspective, recycling or repeating parts of teaching materials is common practice and theoretical support for such practice is emerging (Bygate and Samuda, 2005). However, determining which aspects to repeat during task-supported interaction that fosters interaction-driven learning opportunities while maintaining student interest is currently underexplored. Further, few studies have considered learners’ perception during task completion. The current study thus examined the effects of task repetition on the production and resolution of language-related episodes (LREs) over time. English-speaking (first language, L1) students of Spanish (second language, L2) from two intact Spanish as a foreign language (FL) classroom (n = 28) were assigned to one of the following task repetition groups: task with repetition (same task/same content) or task with procedural repetition (same task/new content). Learner–learner interaction produced during two-way decision-making tasks were transcribed and coded for LREs. Learner perception data was collected following task completion and analysed qualitatively. The results indicated that the task repetition had greater benefits on the occurrence and resolution of lexis-based LREs, but that both groups benefited similarly in terms of producing and resolving form-based LREs. Results are discussed in light of speech processing models and pedagogical implications for task-based instruction in FL settings are examined