scholarly journals MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT

2021 ◽  
pp. 1-26
Author(s):  
Yuichi Suzuki ◽  
Keiko Hanzawa
Keyword(s):  
Foreign Language ◽  
Oral Narrative ◽  
Task Repetition ◽  
Articulation Rate ◽  
Massed Practice ◽  
Practice Group ◽  
Spaced Practice ◽  
Language Classroom ◽  
Foreign Language Classroom

Abstract To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.

scholarly journals Interaction patterns and support for learning in the primary foreign language classroom

2021 ◽  
pp. 65-82
Author(s):  
Carolyn Elizabeth Leslie
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Repetition ◽  
Interaction Patterns ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Collaborative Interaction ◽  
The Difference ◽  
Oral Interaction ◽  
Cognitive Perspectives

In this study, both sociocultural and cognitive perspectives are used to investigate how learners in the primary foreign language classroom support each other’s learning during peer oral interaction, and how this is influenced by different interaction patterns. Learners were recorded taking part in 3 spot-the-difference tasks in a year 4 primary class, and Storch’s model of interaction patterns (2002) was used as a framework to classify learner interaction. Transcripts were analysed qualitatively and quantitatively, and show how learners used a variety of strategies to support their partner’s output. It also shows how the majority of learners worked collaboratively, how collaboration increased with task repetition, and how pairs who engaged in collaborative interaction provided most support for their peer.  However, other dyads showed less mutuality and engaged little with each other’s contributions, with quantitative analysis showing these learners provided each other with the least support for language learning, as they were unlikely to ask their peer for help, one of the most common strategies used by other dyads.

The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

2021 ◽  
pp. 002072092110032
Author(s):  
Jing Wang ◽  
Baihan Gao
Keyword(s):  
Foreign Language ◽  
Wearable Technology ◽  
Wearable Devices ◽  
Internet Technology ◽  
Traditional Teaching ◽  
College English ◽  
English Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

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