A number of strategies, which can utilize various tasks to develop accuracy, fluency, and complexity in language have been proposed. With past studies indicating that repetition of tasks have a positive effect on these basic goals of speech while today’s studies contradict the same, it was interesting carrying out a study on this topic. The study was to examine the kind of influence that task repetition has on the students’ performance in terms of accuracy, fluency, and complexity. Two pairs of students were given a describing-picture task, which was repeated two times. Unexpectedly, the results were opposite to that indicated in the literature. The result revealed that repetition of tasks had no remarkable effect on the students’ performance. This was a clear deviation from the findings of the past studies, which had shown a clear relationship between task repetition and the three basic goals of speech. This study will highlight on the methodologies, analysis, results, and the subsequent conclusions that were reached during the study
The use of vocabulary learning strategies (VLS) by foreign language (FL) learners has been described as steps taken by learners to enrich their word growth which would eventually enable them to function effectively in English. Research has shown fruitful outcomes of VLS, supporting the significant role it has in effective vocabulary learning, but whether VLS prevents English as a Foreign Language (EFL) learners’ attrition of vocabulary knowledge has been under-researched. To help close this research gap, the current study attempted to shed more light on the role of VLS in memorisation of vocabulary, both word attrition and retention, of 41 Arabic learners of English before and after completion of a B.A. course. Questionnaires and semi-structured interviews were used to indicate patterns of VLS use. Vocabulary achievement tests were used to examine the attrition of receptive and productive knowledge of learned words. The results showed that the use of rote learning (repeating an English item with its Arabic translation) led to more attrition in receptive word knowledge, while note taking strategies (writing an English item with its synonym and definition) emerged as a positive predictor of learners’ retention in receptive and productive word knowledge. The findings have significant implications for adoption and teaching effective VLS that prevent or minimize vocabulary attrition by L2 learners.