On the Benefits of Careful Within-Task Planning and Task Repetition in EFL Classrooms

dc.creator	Saeed Ketabi
dc.creator	Mansoor Tavakoli
dc.creator	Mohammad Javad Ahmadian
dc.creator	Zohreh Kasaian
dc.date	2010-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:31:22Z
dc.date.available	2015-08-12T11:31:22Z
dc.identifier	1916-4742
dc.identifier	1916-4750
dc.identifier	https://doaj.org/article/81a79efbb6604770995b61f37a06647f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31074
dc.description	<p class="MsoNormal" style="margin: 0cm 0cm 4pt; line-height: 12pt; mso-line-height-rule: exactly; mso-pagination: widow-orphan;"><span style="font-size: 10pt; mso-font-kerning: 0pt; mso-fareast-language: EN-US;" lang="EN-US"><span style="font-family: Times New Roman;">This paper is aimed at reviewing the theoretical and practical issues regarding careful within-task planning and task repetition in EFL classrooms. In particular, the paper focuses on the combined effects for these two implementation variables on the enhancement of accuracy, complexity, and fluency in EFL learners’ oral production. Research shows that careful within-task planning has positive impacts on accuracy and complexity of learner language. Nonetheless, it is sometimes avoided because of its detrimental effects on fluency. Also, the practice of task repetition might be sometimes frowned upon given its superficial resemblance to what was prevalent in the Behaviorist era. However, both theory and teachers’ experience in the EFL context confirm that repeating tasks, with certain time-intervals in between, assists complexity and fluency. Careful within-task planning and task repetition, combined, have the potential to help learners attending to both form and meaning and thus enhancing accuracy, complexity, and fluency simultaneously. </span></span></p>
dc.language	English
dc.publisher	Canadian Center of Science and Education
dc.relation	http://ccsenet.org/journal/index.php/elt/article/view/5247
dc.relation	https://doaj.org/toc/1916-4742
dc.relation	https://doaj.org/toc/1916-4750
dc.rights	CC BY
dc.source	English Language Teaching, Vol 3, Iss 1 (2010)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.title	On the Benefits of Careful Within-Task Planning and Task Repetition in EFL Classrooms
dc.type	article