The Influence of Timing of Form Instruction During Practice Using Task Repetition on Task Performance

Abstract

　　This study focused onhow timing of form instruction duringtask repetition influences development of proceduralization and accuracy of linguistic knowledge. Following a pretest using a narrative task, two treatment groups repeated narrative tasks in practice sessions. In each session, Group 1 was given time to find and correct errors in the instructional material as form instruction after the first task, and then repeated the first task. Conversely, Group 2 first received form instruction then performed the task two times. The control group was not given any instruction sessions. After the sessions, a posttest with the same pictures as the pretest was administered. The results showed that Groups 1 and 2 performed better than the contrast group, and although Group 1 performed more fluently than Group 2, only Group 2 improved accuracy. This study implies that: (1) practice using task repetition accompanied by form instruction is effective for facilitating proceduralization and accuracy; and (2) the timing of form instruction brings different effects for developing proceduralization and accuracy.