عنوان مجله
|
Southern African Linguistics and Applied Language Studies
|
چکیده
|
Previous second language acquisition (SLA) research on task repetition has mainly
addressed oral production, and the contribution of task repetition to various aspects of writing has
received scant attention. This study aimed to investigate the accuracy, complexity and fluency
of written productions of intermediate-level English as a foreign language (EFL) learners once
they were exposed to two task repetition types: content repetition (repeating the same task with
the same procedures) and procedural repetition (repeating the same procedures with different
content). Eighty-six participants were randomly assigned to either content repetition or procedural
repetition groups and were engaged in dictogloss tasks three times over a two-week period, with
the content of the text differing for the procedural group each time. The results of mixed ANOVAs
revealed no difference between the two groups in general accuracy, but the procedural group was
superior in terms of task-induced accuracy (error-free use of passive voice). Concerning complexity,
the procedural group outperformed in lexical complexity and some sub-dimensions of syntactic
complexity. Both groups were also found to perform equally well in terms of fluency. The findings
suggest implications for second language (L2) contexts.
|