Enhancing Automaticity Through Task-based Language Learning
Bibliographic Data
| ID | 22871307 |
|---|---|
| Authors | Isabelle de Ridder (University of Antwerp), Lieve Vangehuchten (0000-0002-6166-7701, University of Antwerp), Marta Seseña-Gómez (0000-0001-6431-1148, University of Antwerp), M S Gomez |
| Year | 2007 |
| Volume | 28 |
| Issue | 2 |
| Pages | 309-315 |
| Publication date | 2007-04-30 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/aml057 |
| OpenAlex | W2078606983 |
| Language | EN |
| Citations received | 8 |
| References cited | 5 |
In general terms automaticity could be defined as the subconscious condition wherein ‘we perform a complex series of tasks very quickly and efficiently, without having to think about the various components and subcomponents of action involved’ (DeKeyser 2001: 125). For language learning, Segalowitz (2003) characterised automaticity as a more efficient, more accurate, and more stable performance. As such, automaticity is often associated with systematicity and a merely instructional approach. However, task-based learning seems not incompatible with automaticity either, since it incorporates activities that respect ‘transfer-appropriate processing and other positive features of communicative practices’ (Segalowitz 2003: 402) and thus allows students to creatively apply previously acquired knowledge in new communicative contexts. In order to test this assumption, an experiment was conducted at Antwerp University with a group of intermediate-level students of Spanish. Two groups were evaluated: an experimental group and a control group. The control group attended a traditional communicative course, whereas the experimental group's course had a task-based component built into it. The results of the experiment indicate that the experimental group outperformed the control group for automatization (as defined by a number of criteria).
Automaticity · Cognition · Cognitive psychology · Control (management) · Group (periodic table) · Subconscious · Task (project management) · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Responding to the critics
The Distinguishing Characteristic of Task-based Language Assessment
Task-Based Language Teaching
A Portfolio Experience in Spanish for Business and Economics
A Call for Cautious Interpretation of Meta-Analytic Reviews
The impact of explicit and implicit instruction on EFL learners’ oral performance
Task-based pronunciation teaching
Research into practice
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2008 - 2025 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |