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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 37 1 The Effects of Task Repetition on Child EFL Learners’ Oral Performance Sun, Bo; Révész, Andrea. - : University of New Brunswick, 2021. : Érudit, 2021 BASE Show details 2 Validating assessments for research purposes Revesz, Andrea; Brunfaut, Tineke. - : Routledge, 2021 BASE Show details 3 The Effects of Task Repetition on Child EFL Learners’ Oral Performance Sun, Bo; Révész, Andrea In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 30-47 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 30-47 ; 1920-1818 ; 1481-868X (2021) Abstract: While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’ first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts. ; Alors que le rôle de la répétition des tâches a reçu beaucoup d'attention dans la recherche sur l’apprentissage par tâches, peu d'études ont examiné comment la répétition exacte des tâches affecte la performance des enfants apprenant une L2. De plus, on sait peu sur l'impact de la répétition exacte sur les effets de compensation entre les domaines de performance linguistique chez ces enfants. Pour combler cette lacune, nous avons étudié l'impact de la répétition d’une tâche sur la production orale de 40 apprenants chinois d’anglais L2. Les enfants ont répété la même narration trois fois, et nous avons codé les transcriptions de leurs performances pour la complexité, la précision, et la fluidité linguistiques. La complexité a été exprimée en matière de complexité globale, de subordination, et de complexité phrastique. Nous avons évalué la précision à l'aide de ratios pondérés de propositions et de la proportion d'erreurs. La fluidité a été saisie par des mesures de fluidité de réparation et de rupture. Des tests de rangs signés de Wilcoxon ont révélé des effets positifs de la répétition sur la fluidité et la précision. Les effets de compensation observés lors de la première performance avaient diminué lors de la troisième répétition. Ces résultats appuient le modèle de capacité limitée de Skehan (1998) et suggèrent que la répétition des tâches est un outil pédagogique utile dans les contextes d'enseignement d’une L2 aux enfants. URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/31382 BASE Hide details 4 Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ... Michel, Marije; Révész, Andrea; Xiaojun Lu. - : SAGE Journals, 2020 BASE Show details 5 Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ... Michel, Marije; Révész, Andrea; Xiaojun Lu. - : SAGE Journals, 2020 BASE Show details 6 State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research Révész, Andrea; Michel, Marije. - 2019 BASE Show details 7 Exploring second language writers' pausing and revision behaviors:a mixed-methods study Révész, Andrea; Michel, Marije; Lee, Minjin. - 2019 BASE Show details 8 Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity Revesz, Andrea; Kourtali, Nektaria-Efstathia; Mazgutova, Diana. - : Wiley, 2017 BASE Show details 9 Implicit and explicit knowledge of inflectional morphology Rogers, John; Revesz, Andrea; Rebuschat, Patrick. - 2016 BASE Show details 10 Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments:a validation study Révész, Andrea; Michel, Marije; Gilabert, Roger. - 2016 BASE Show details 11 Challenges in implicit learning research:validating a novel artificial language Rogers, John; Revesz, Andrea; Rebuschat, Patrick. - : John Benjamins, 2015 BASE Show details 12 The role of task- and listener-characteristics in second language listening Brunfaut, Tineke; Revesz, Andrea. - 2015 BASE Show details 13 Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference Stefanou, Charis; Revesz, Andrea. - 2015 BASE Show details 14 Towards a fuller assessment of cognitive models of task-based learning: investigating task-generated cognitive demands and processes Révész, Andrea In: Applied linguistics. - Oxford : Oxford Univ. Press 35 (2014) 1, 87-92 BLLDB OLC Linguistik Show details 15 The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts Révész, Andrea; Sachs, Rebecca; Hama, Mika In: Language learning. - Hoboken, NJ : Wiley 64 (2014) 3, 615-650 OLC Linguistik Show details 16 Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes Révész, Andrea. - : Oxford University Press, 2014 BASE Show details 17 Text characteristics of task input and difficulty in second language listening comprehension Révész, Andrea; Brunfaut, Tineke In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 35 (2013) 1, 31-65 BLLDB OLC Linguistik Show details 18 Text characteristics of task input and difficulty in second language listening comprehension Revesz, Andrea; Brunfaut, Tineke. - 2013 BASE Show details 19 English in Europe today. Sociocultural and educational perspectives, edited by Annick De Houwer and Antje Wilton-Franklin, Amsterdam, John Benjamins, 2011, IX + 167 pp. [Rezension] Révész, Andrea In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 15 (2012) 3, 380-383 BLLDB OLC Linguistik Show details 20 Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction Gurzynski‐Weiss, Laura; Révész, Andrea In: Language learning. - Hoboken, NJ : Wiley 62 (2012) 3, 851-879 OLC Linguistik Show details Page: 1 2

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