References
- Adams, R. 2006. L2 tasks and orientation to form: a role for modality? ITL – International Journal of Applied Linguistics 152: 7–34. doi: https://doi.org/10.2143/ITL.152.0.2017861
- Ahmadian, M.J. 2011. The effect of ‘massed’ task repetition on complexity, accuracy and fluency: does it transfer to a new task? The Language Learning Journal 39, no. 3: 269–80. doi: https://doi.org/10.1080/09571736.2010.545239
- Ahmadian, M.J. and M. Tavakoli. 2010. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15, no. 1: 35–59. doi: https://doi.org/10.1177/1362168810383329
- Bygate, M. 1996. Effects of task repetition: appraising the developing language of learners. In Challenge and Change in Language Teaching, ed. J. Willis and D. Willis, 136–46. Oxford: Heinemann.
- Bygate, M. 2001. Effects of task repetition on the structure and control of oral language. In Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing, ed. M. Bygate, P. Skehan and M. Swain, 23–48. New York: Longman.
- Bygate, M. and V. Samuda. 2005. Integrative planning through the use of task-repetition. In Planning and Task Performance in a Second Language, ed. R. Ellis, 37–74. Philadelphia, PA: John Benjamins.
- Cooke, S.D. 2013. Examining transcription, autonomy and reflective practice in language development. RELC Journal 44, no. 1: 75–85. doi: https://doi.org/10.1177/0033688212473271
- Daller, H., R. Van Hout and J. Treffers-Daller. 2003. Lexical richness in spontaneous speech of bilinguals. Applied Linguistics 24, no. 2: 197–222. doi: https://doi.org/10.1093/applin/24.2.197
- Doughty, C. 2001. Cognitive underpinnings of focus on form. In Cognition and Second Language Instruction, ed. P. Robinson, 206–57. New York: Cambridge University Press.
- Ellis, R. 2003. Task-Based Language Learning and Teaching. New York: Oxford University Press.
- Ellis, R. 2005. Planning and task-based performance. In Planning and Task Performance in a Second Language, ed. R. Ellis, 3–34. Philadelphia: John Benjamins.
- Ellis, R. 2006. Researching the effects of form-focused instruction on L2 acquisition. AILA Review 19, no. 1: 18–41. doi: https://doi.org/10.1075/aila.19.04ell
- Ellis, R. 2009. The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics 30, no. 4: 474–509. doi: https://doi.org/10.1093/applin/amp042
- Ellis, R. and G. Barkhuizen. 2005. Analysing Learner Language. Oxford, UK: Oxford University Press.
- Foster, P. and A.S. Ohta. 2005. Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26, no. 3: 402–30. doi: https://doi.org/10.1093/applin/ami014
- Foster, P. and P. Skehan. 2013. Anticipating a post-task activity: the effects on accuracy, complexity, and fluency of second language performance. The Canadian Modern Language Review 69, no. 3: 249–73. doi: https://doi.org/10.3138/cmlr.69.3.249
- Foster, P., A. Tonkyn and G. Wigglesworth. 2000. Measuring spoken language: a unit for all reasons. Applied Linguistics 21, no. 3: 354–75. doi: https://doi.org/10.1093/applin/21.3.354
- Gass, S., A. Mackey, M. Fernandez and M. Alvarez-Torres. 1999. The effects of task repetition on linguistic output. Language Learning 49, no. 4: 549–81. doi: https://doi.org/10.1111/0023-8333.00102
- Gilabert, R. 2007. Effects of manipulating task complexity on self-repairs during L2 oral production. IRAL – International Review of Applied Linguistics in Language Teaching 45, no. 3: 215–40. doi: https://doi.org/10.1515/iral.2007.010
- Heaton, J.B. 1975. Beginning Composition Through Pictures. Harlow, UK: Longman.
- van Hest, E. 1996. Self-repair in L1 and L2 Production. Tilburg: Tilburg University Press.
- Hsu, H.C. 2015. The effect of task planning on L2 performance and L2 development in text-based synchronous computer-mediated communication. Applied Linguistics. doi:https://doi.org/10.1093/applin/amv032.
- Izumi, S. 2003. Comprehension and production processes in second language learning: in search of psycholinguistic rationale of the output hypothesis. Applied Linguistics 24, no. 2: 168–96. doi: https://doi.org/10.1093/applin/24.2.168
- Kim, Y. 2013. Promoting attention to form through task repetition in a Korean EFL context. In Second Language Interaction in Diverse Educational Settings, ed. K. McDonough and A. Mackey, 3–24. Philadelphia, PA: John Benjamins.
- Kim, Y. and N. Tracy-Ventura. 2013. The role of task repetition in L2 performance development: what needs to be repeated during task-based interaction? System 41, no. 3: 829–40. doi: https://doi.org/10.1016/j.system.2013.08.005
- Kormos, J. 1999. Monitoring and self-repair in L2. Language Learning 49, no. 2: 303–42. doi: https://doi.org/10.1111/0023-8333.00090
- Kormos, J. 2006. Speech Production and Second Language Acquisition. Mahwah, NJ: Erlbaum.
- Lynch, T. 2001. Seeing what they meant: transcribing as a route to noticing. ELT Journal 55, no. 2: 124–32. doi: https://doi.org/10.1093/elt/55.2.124
- Lynch, T. 2007. Learning from the transcripts of an oral communication task. ELT Journal 61, no. 4: 311–20. doi: https://doi.org/10.1093/elt/ccm050
- Lynch, T. and J. Maclean. 2001. A case study of exercising: effects of immediate task repetition on learners’ performance. In Researching Pedagogical Tasks: Second Language Learning, Teaching, and Testing, ed. M. Bygate, P. Skehan and M. Swain, 141–62. New York: Longman.
- McLaughlin, B. 1990. Restructuring. Applied Linguistics 11, no. 2: 113–28. doi: https://doi.org/10.1093/applin/11.2.113
- Mennim, P. 2003. Rehearsed oral L2 output and reactive focus on form. ELT Journal 57, no. 2: 130–38. doi: https://doi.org/10.1093/elt/57.2.130
- Robinson, P. 2001. Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics 22, no. 1: 27–57. doi: https://doi.org/10.1093/applin/22.1.27
- Skehan, P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics 17, no. 1: 38–62. doi: https://doi.org/10.1093/applin/17.1.38
- Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford, UK: Oxford University Press.
- Skehan, P. 2009. Modelling second language performance: integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30, no. 4: 510–32. doi: https://doi.org/10.1093/applin/amp047
- Skehan, P. and P. Foster. 1997. Task type and task processing conditions as influences on foreign language performance. Language Teaching Research 1, no. 3: 185–211. doi: https://doi.org/10.1177/136216889700100302
- Skehan, P. and P. Foster. 1999. The influence of task structure and processing conditions on narrative retellings. Language Learning 49, no. 1: 93–120. doi: https://doi.org/10.1111/1467-9922.00071
- Stillwell, C., B. Curabba, K. Alexander, A. Kidd, E. Kim, P. Stone and C. Wyle. 2010. Students transcribing tasks: noticing fluency, accuracy, and complexity. ELT Journal 64, no. 4: 445–55. doi: https://doi.org/10.1093/elt/ccp081
- Swain, M. 1985. Communicative competence: some roles of comprehensible input and comprehensible output in its development. In Input in Second Language Acquisition, ed. S.M. Gass and C. Madden, 235–53. Rowley, MA: Newbury House.
- Swain, M. 1995. Three functions of output in second language learning. In Principles and Practice in the Study of Language, ed. G. Cook and B. Seidhofer, 125–44. Oxford: Oxford University Press.
- Swain, M. and S. Lapkin. 2001. Focus on form through collaborative dialogue: exploring task effects. In Researching Pedagogical Tasks: Second Language Learning, Teaching and Testing, ed. M. Bygate, P. Skehan and M. Swain, 99–118. New York: Longman.
- VanPatten, B. 1990. Attending to form and content in the input: an experiment in consciousness. Studies in Second Language Acquisition 12, no. 3: 287–301. doi: https://doi.org/10.1017/S0272263100009177
- Yuan, F. and R. Ellis. 2003. The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics 24, no. 1: 1–27. doi: https://doi.org/10.1093/applin/24.1.1