Learners’ awareness of the role of input and task repetition on L2 speech production

Abstract

This study explored whether learners’ awareness of the role of input differs when performing narrative retelling tasks, and to what extent learners’ awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input, one written input) using a vocabulary test. In Week 1, each group received its respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students in the L1. The analysis of the interview data showed differences in perceptions of the input modes between the two groups. Both groups tended to be aware that gains in comprehension that resulted from repeating tasks helped learners produce more speech