Newton&Nguyen 2019 TaskRepet TLYLs.pdf (672.38 kB)

Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school

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journal contribution
posted on 31.07.2020 by Jonathan Newton, Bao Trang Thi Nguyen
Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class. Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance. The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available through interactive oral tasks.

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Preferred citation

Newton, J. & Thi Nguyen, B. T. (2019). Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school. Language Teaching for Young Learners, 1(1), 34-56. https://doi.org/10.1075/ltyl.00004.new

Journal title

Language Teaching for Young Learners

Volume

1

Issue

1

Publication date

01/01/2019

Pagination

34-56

Publisher

John Benjamins Publishing Company

Publication status

Published

ISSN

2589-2053

eISSN

2589-207X

Language

en

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