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    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

    Access Status
    Fulltext not available
    Authors
    Sheppard, C.
    Ellis, Rod
    Date
    2018
    Type
    Book Chapter
    
    Metadata
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    Citation
    Sheppard, C. and Ellis, R. 2018. 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, in Bygate M. (ed), Learning Language through Task Repetition, pp. 171-192. Amsterdam, Netherlands: John Benjamin Publishing Company.
    Source Title
    Task-Based Language Teaching
    DOI
    10.1075/tblt.11.07she
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/80008
    Collection
    • Curtin Research Publications
    Abstract

    The study explores the effects of intervening between the performance of the same task and whether these effects transfer to a new task. 40 Japanese university students completed the same monologic narrative task three times and then performed a new task of the same type (Time 4). 20 students just performed the tasks (the task-repetition group). The other 20 engaged in a stimulated recall procedure after the initial performance of the first task (the stimulated recall group). In both groups, structural complexity increased from Time 1 to Time 2 and was maintained, including in the new task. In contrast, accuracy remained the same for both groups when the same task was repeated and decreased notably in the new task. Fluency improved in both groups when the same task was repeated but declined when the new task was performed. However, performance of the new task was still significantly better than at Time 1. No differences were evident in complexity and accuracy between the task-repetition and the stimulated recall groups over time. The stimulated recall group demonstrated greater fluency than the task-repetition group when repeating the same task but not the new task. The chapter concludes with comments on the potential of stimulated recall as a means for enhancing the effects of task repetition.

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