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Introduction
In this paper， the researcher gives an insight into an aspect of Dynamic Usage-based approach to L2 teaching； namely， the positive roles repetition plays in L2 development. Langacker （2008） points out that mastering a language requires the specific， usage-based learning of a vast array of conventional units， which calls for frequent exposure to such units. In order to explore more information in repetition’s function in L2 teaching， more theoretical insights and empirical evidence as well will be illustrated in following background part.
Theoretical Background
There are comprehensive studies have been done on repetition， while Larsen-Freeman （2012） explores the role of intentional repetition in promoting learning by self-repetition initiated by a language learner and other repetition by the learner of the teacher， and draws a systematic distinction between the roles of repetition.
In Larsen-Freeman’s article （2012）， she reviews the contributions of repetition to language learning and teaching. To be more exact， in terms of language learning， first of all， “one place where self-repetition is well-attested is in rote learning” （Larsen-Freeman， 2012， p.198）. She points out that a person can recall the meaning of the material the more he/she repeats it， and with multiple exposures， understanding takes place. Secondly， repetition is important in enhancing working memory. Larsen-Freeman （2012） notes that phonological working memory is significant in learning new words. Thirdly， McLaughlin （1987） claimed that repetition is also helpful in developing automaticity.
When it comes to language teaching， “it was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond patterns of the target language was trough conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement so that the learners could overcome the habits of their native language and form new habits of the target language speakers. The major procedures to accomplish this were repetition and other drills” （Larsen-Freeman， 2012， p.200-201）.
Empirical background
Based on sound theory foundation， numerous studies have been conducted to investigate the effectiveness of repetition in language teaching.
Lynch and Mackean （2000） launched an ongoing study to explore the benefits of applying repetition into a communicative task in an English for Specific Purposes course. Data collected from 14 participants， whose English proficiency ranged from below 400 to 600 on TOEFL. They fulfilled the task called the ‘poster carousel’. In this poster carousel case， where the basic communication goal remains the same， but with variations of content and emphasis depending on the visitor’s questions （Lynch and Maclean， 2000）. For the preliminary study， two participants at the extremes of the proficiency range of the group have been analyzed， in order to see whether it can prove different effects at different proficiency levels. The findings of the study indicate that linguistic changes occur in output of the two very different learners， which flowed from the poster carousel’s particular configuration of input， interlocutors and repetition under time pressure （Lynch and Maclean， 2000）. And three further participants across the range between the two extremes also show similar patterns of change. In other words， participants benefit from the opportunity to recycle communicative content as they repeated complex tasks. The findings suggest that task repetition of the type reported may be of significance pedagogic procedure and that the same task can support learners improving different areas of their interlanguage.
In addition， the effectiveness of different types of task repetition has been assessed.
Takimoto （2012） carried out a study focusing on the effects of identical task repetition （the repetition of the same task） and task-type repetition （the repetition of the same type task） on recognizing and producing English request downgraders. It employs problem-solving tasks. In this investigation forty-five participants were randomly assigned to one control group and two treatment groups， where they receive identical task repetition and task-type repetition， respectively. The participants in both experimental groups were engaged in the problem-solving tasks， and the identical task repetition group repeated engagement in the same problem-solving tasks in each class， while their counterparts in task-type repetition group were engaged in different problem-solving tasks.
The results of the study demonstrate that identical task learning enjoys more effectiveness in learning， because it reinforces learning English request downgraders and entrenches pragmalingualstic-sociopragmatic knowledge about them. And the researcher addresses that it is advisable for the identical task to be repeated， for it can reinforce the connections between pragmalingualstic-sociopragmatic factors of target features， and it is of great value in ameliorating learner’s L2 pragmatic proficiency （Takimoto， 2012）.
Conclusion
As a dominant aspect of dynamic usage-based approach of second language teaching， repetition plays a significant role both in language teaching and in language learning， from both theoretical and empirical perspectives， and the results of the investigations demonstrate that repetition enjoys the value in enhancing L2 learners’ proficiency development.
References：
[1]Langacker，Ronald W.2008.Cognitive grammar as a basis for language instruction.In PeterRobinson
In this paper， the researcher gives an insight into an aspect of Dynamic Usage-based approach to L2 teaching； namely， the positive roles repetition plays in L2 development. Langacker （2008） points out that mastering a language requires the specific， usage-based learning of a vast array of conventional units， which calls for frequent exposure to such units. In order to explore more information in repetition’s function in L2 teaching， more theoretical insights and empirical evidence as well will be illustrated in following background part.
Theoretical Background
There are comprehensive studies have been done on repetition， while Larsen-Freeman （2012） explores the role of intentional repetition in promoting learning by self-repetition initiated by a language learner and other repetition by the learner of the teacher， and draws a systematic distinction between the roles of repetition.
In Larsen-Freeman’s article （2012）， she reviews the contributions of repetition to language learning and teaching. To be more exact， in terms of language learning， first of all， “one place where self-repetition is well-attested is in rote learning” （Larsen-Freeman， 2012， p.198）. She points out that a person can recall the meaning of the material the more he/she repeats it， and with multiple exposures， understanding takes place. Secondly， repetition is important in enhancing working memory. Larsen-Freeman （2012） notes that phonological working memory is significant in learning new words. Thirdly， McLaughlin （1987） claimed that repetition is also helpful in developing automaticity.
When it comes to language teaching， “it was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond patterns of the target language was trough conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement so that the learners could overcome the habits of their native language and form new habits of the target language speakers. The major procedures to accomplish this were repetition and other drills” （Larsen-Freeman， 2012， p.200-201）.
Empirical background
Based on sound theory foundation， numerous studies have been conducted to investigate the effectiveness of repetition in language teaching.
Lynch and Mackean （2000） launched an ongoing study to explore the benefits of applying repetition into a communicative task in an English for Specific Purposes course. Data collected from 14 participants， whose English proficiency ranged from below 400 to 600 on TOEFL. They fulfilled the task called the ‘poster carousel’. In this poster carousel case， where the basic communication goal remains the same， but with variations of content and emphasis depending on the visitor’s questions （Lynch and Maclean， 2000）. For the preliminary study， two participants at the extremes of the proficiency range of the group have been analyzed， in order to see whether it can prove different effects at different proficiency levels. The findings of the study indicate that linguistic changes occur in output of the two very different learners， which flowed from the poster carousel’s particular configuration of input， interlocutors and repetition under time pressure （Lynch and Maclean， 2000）. And three further participants across the range between the two extremes also show similar patterns of change. In other words， participants benefit from the opportunity to recycle communicative content as they repeated complex tasks. The findings suggest that task repetition of the type reported may be of significance pedagogic procedure and that the same task can support learners improving different areas of their interlanguage.
In addition， the effectiveness of different types of task repetition has been assessed.
Takimoto （2012） carried out a study focusing on the effects of identical task repetition （the repetition of the same task） and task-type repetition （the repetition of the same type task） on recognizing and producing English request downgraders. It employs problem-solving tasks. In this investigation forty-five participants were randomly assigned to one control group and two treatment groups， where they receive identical task repetition and task-type repetition， respectively. The participants in both experimental groups were engaged in the problem-solving tasks， and the identical task repetition group repeated engagement in the same problem-solving tasks in each class， while their counterparts in task-type repetition group were engaged in different problem-solving tasks.
The results of the study demonstrate that identical task learning enjoys more effectiveness in learning， because it reinforces learning English request downgraders and entrenches pragmalingualstic-sociopragmatic knowledge about them. And the researcher addresses that it is advisable for the identical task to be repeated， for it can reinforce the connections between pragmalingualstic-sociopragmatic factors of target features， and it is of great value in ameliorating learner’s L2 pragmatic proficiency （Takimoto， 2012）.
Conclusion
As a dominant aspect of dynamic usage-based approach of second language teaching， repetition plays a significant role both in language teaching and in language learning， from both theoretical and empirical perspectives， and the results of the investigations demonstrate that repetition enjoys the value in enhancing L2 learners’ proficiency development.
References：
[1]Langacker，Ronald W.2008.Cognitive grammar as a basis for language instruction.In PeterRobinson