Focus on Form through Task Repetition in TBLT

Autor/inn/en	van de Guchte, Marrit; Braaksma, Martine; Rijlaarsdam, Gert; Bimmel, Peter
Titel	Focus on Form through Task Repetition in TBLT
Quelle	In: Language Teaching Research, 20 (2016) 3, S.300-320 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815609616
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Grammar; Task Analysis; Oral Language; Language Fluency; Accuracy; Metalinguistics; Intervention; Comparative Analysis; Grade 9; High School Students; German; Pretests Posttests; Form Classes (Languages); Language Tests; Foreign Countries; Statistical Analysis; Experimental Groups; Control Groups; Netherlands + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Metalanguage; Metasprache; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutscher; Analytischer Sprachbau; Language test; Sprachtest; Ausland; Statistische Analyse; Niederlande
Abstract	Because there has been little research on focus on form during the post-task phase in task-based language teaching, this experimental study investigates the effects of task repetition after having directed learners' attention to form during the main task. The study comprises two interventions, where each consisted of a task with a focus on a particular language structure. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two conditions: one group repeated a similar task (R); the other group did not (NR). The first intervention targeted the German dative case after a preposition; the second German comparatives. Pretests, immediate and delayed posttests measured metalinguistic knowledge, written and oral accuracy as well as oral fluency. Results showed that on written accuracy and metalinguistic knowledge, the R condition outperformed the NR condition on both structures. No significant differences between conditions were found on oral accuracy and fluency. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01