Effects of Task Repetition on Synchronous Computer-Mediated Communication
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This study aims to investigate the effects of task repetition on synchronous computer-mediated communication and meaning negotiation. Over one semester, forty EFL learners from a university in Korea engaged in multiple communicative tasks in pairs. The results show that there was a decrease in the number of words and meaning negotiation, but there was no significant difference either in syntactic complexity or in accuracy. While task repetition in face-to-face interaction was shown to have effects on syntactic complexity and accuracy, repetition in an SCMC environment did not bring those effects. Since mere repetition of task itself did not cause participants to pay more attention to forms or linguistic aspects, the results imply that some treatments or post activities for more accurate and complex language output are necessary. Also, when task repetition is to be used in SCMC classroom, it is advised that the teacher should encourage students to elaborate on the first outcome or to try for a different outcome.
Abstract
This study aims to investigate the effects of task repetition on synchronous computer-mediated communication and meaning negotiation. Over one semester, forty EFL learners from a university in Korea engaged in multiple communicative tasks in pairs. The results show that there was a decrease in the number of words and meaning negotiation, but there was no significant difference either in syntactic complexity or in accuracy. While task repetition in face-to-face interaction was shown to have effects on syntactic complexity and accuracy, repetition in an SCMC environment did not bring those effects. Since mere repetition of task itself did not cause participants to pay more attention to forms or linguistic aspects, the results imply that some treatments or post activities for more accurate and complex language output are necessary. Also, when task repetition is to be used in SCMC classroom, it is advised that the teacher should encourage students to elaborate on the first outcome or to try for a different outcome.
참고문헌 (37)
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