@misc{10481/58506,
year = {2019},
month = {1},
url = {http://hdl.handle.net/10481/58506},
abstract = {It has been claimed that the repetition of the same task type with different
content, known as procedural repetition (PR), seems to offer opportunities to focus on form
and develop syntactic complexity. At the same time, PR is common and deemed appropriate
for the language classroom. This quasi-experimental study explores the effects of PR on the
overall production of 5 pairs of young Spanish EFL (age 11) learners in a school context with
a beginner level of English. The pairs co-constructed and narrated three stories following the
same procedure at three testing times over a three-week period. The analysis of the complexity,
accuracy, and fluency of their narratives shows that, unlike previous studies, PR does not
have any significant impact on the students’ performance, except for lexical density, which
increases in the third attempt. In light of these results, the validity of PR for child populations
is discussed.},
abstract = {Varios estudios han mostrado que repetir la misma tarea con diferente contenido,
lo que se denomina repetición procedimental (RP), ayuda a prestar atención a la forma y
al desarrollo sintáctico. Asimismo, la RP es común y apropiada para el aula. Este experimento
investiga los efectos de la RP en la producción de 5 parejas de niños españoles (11 años)
aprendiendo inglés como lengua extranjera en un colegio y con un nivel de principiante. Las
parejas construyeron y narraron tres historias, una cada semana, siguiendo un procedimiento
similar. El análisis de la complejidad, precisión y fluidez de sus narraciones muestra que
la RP no tiene un impacto significativo en las narraciones de los estudiantes, excepto en el
caso de la diversidad léxica, que mejora en la tercera narración. A la luz de los resultados, se
discuten las posibilidades de la RP con niños.},
organization = {The authors gratefully acknowledge the funding from research grant FFI2012-32212
(Spanish Ministry of Economy and Competitiveness).},
publisher = {Universidad de Granada},
keywords = {Task-based language teaching},
keywords = {Task repetition},
keywords = {English as a Foreign Language (EFL)},
keywords = {Children},
keywords = {Storytelling},
keywords = {complexity},
keywords = {Accuracy and Fluency (CAF)},
keywords = {Aprendizaje de lenguas basado en tareas (TBLT)},
keywords = {Repetición de tareas},
keywords = {Niños},
keywords = {Inglés como lengua extranjera (EFL)},
keywords = {Narración},
keywords = {complejidad},
keywords = {Corrección y Fluidez (CAF)},
title = {Questioning the Effectiveness of Procedural Repetition: The Case of Spanish EFL Primary School Learners L2 Behavior in College Language Learners},
author = {Lázaro Ibarrola, Amparo and Villarreal, Izaskun},
}