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Questioning the effectiveness of procedural repetition: the case of Spanish EFL primary school learners L2 behavior in college language learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 31, 2019, pags. 7-20 (2019)
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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. ; 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.
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Keyword:
Accuracy and Fluency (CAF); Aprendizaje de lenguas basado en tareas (TBLT); Complejidad; Complexity; Corrección y Fluidez (CAF); English as a Foreign Language (EFL) children; inglés como lengua extranjera (EFL); narración de historias; niños; repetición de tareas; storytelling tasks; task repetition; Task-Based Language Teaching (TBLT)
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7015453
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Should EFL Teachers Present Vocabulary in Semantically Related Sets?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, pags. 25-40 (2015)
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Discourse and Language Learning Across L2 Instructional Settings
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In: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 26, 2013, pags. 519-522 (2013)
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Imitating English Oral Texts: a Useful Tool to Learn English Pronunciation?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 16, 2011, pags. 49-63 (2011)
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Enseñanza de la lectura a través de phinics en el aula de Lengua Extranjera de Educación Primaria
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El programa minimalista y el inglés/castellano-euskera de las ikastolas. ...
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El programa minimalista y el inglés/castellano-euskera de las ikastolas.
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Multilingual schools: linguistic competence and motivation towards the foreign (English), the regional (Basque), and the majority (Spanish)
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"He is seated in the bank": What EFL learners notice when writing with model compositions
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Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners
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Investigating negotiation of meaning in EFL children with very low levels of proficiency
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A matter of age: negotiation for meaning in child and adult interactions
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A study on motivation and attitude towards language learning in young learners
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Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
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Learning authentic English through video dramatization: EFL Primary School Learners
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Grammatical development throughout oral interaction tasks in primary classrooms
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