Abstract
This article reports on the effect of repetition on grammatical change in an unrehearsed talk. It presents a case study based on a single learner. (The case study was part of a wider research project which is not reported here in full.) It was hypothesized that the repetition of the talk would result in improvement in accuracy of the language used in the talk. Contexts which occurred in two or more deliveries of the same talk were investigated. It was found that repetition allows for accuracy monitoring, in that errors committed in repeated contexts undergo correction. The article ends with a discussion of the findings with reference to (a) the possible implications for teaching and (b) the need for further research.
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