The Power of Repetition in English Language Teaching

This blog post is about repetition in English language teaching with insights from Scott Thornbury.

Introduction

Repetition is a cornerstone of language learning, yet it’s often overlooked or underutilized in the classroom. In a thought-provoking discussion, Scott Thornbury, a renowned expert in language teaching, highlights the importance of repetition and recycling in helping students internalize vocabulary, grammar, and language structures.

His ideas not only challenge traditional teaching methods but also offer practical strategies for teachers to create more effective and engaging learning experiences.

Let’s explore Thornbury’s insights and their implications for English language teaching.

Why Repetition Matters

Thornbury emphasizes that repetition is essential for language acquisition because it helps learners encounter and retain new vocabulary and structures. However, repetition doesn’t mean simply rereading the same text or drilling the same exercises. Instead, it involves revisiting language in varied and meaningful contexts.

This approach aligns with research on spaced repetition and the “forgetting curve,” which shows that repeated exposure to information over time strengthens memory and recall.

For example, Thornbury suggests using the same text multiple times but with different tasks. A first reading might focus on general comprehension, while subsequent readings could involve identifying specific vocabulary, grammar patterns, or thematic elements. This not only reinforces language but also keeps students engaged by providing fresh challenges.

Repetition in English Language Teaching

1. Narrow Reading: A Game-Changer

One of Thornbury’s key ideas is the concept of narrow reading—focusing on a single topic or theme and exploring it through multiple texts. Traditional coursebooks often jump from one topic to another, which limits the recycling of vocabulary. In contrast, narrow reading allows students to encounter the same words and phrases repeatedly in different contexts, deepening their understanding and retention.

For instance, if the topic is “bees,” students might read an article about bee behavior, a poem about bees, and a news story about declining bee populations. Each text reinforces key vocabulary (e.g., “pollination,” “hive,” “colony”) while exposing students to different genres and styles. Thornbury also highlights the internet as a valuable resource for finding related texts, enabling teachers to tailor materials to students’ interests and proficiency levels.

2. Recycling Language Through Genre and Register

Thornbury also emphasizes the importance of repeating the same genre or register of text. For example, students might read multiple research reports, news articles, or opinion pieces. This approach helps them recognize common organizational patterns, grammatical features, and formulaic expressions specific to that genre.

In his example, Thornbury uses four research-based news articles to demonstrate how students can analyze the overall structure, tense usage, and recurring phrases. By focusing on the register—the combination of topic, audience, and mode—students gain a deeper understanding of how language varies across contexts.

3. Real-World Relevance: Following News Stories

Thornbury suggests using current events as a way to recycle language naturally. For example, a news story about flooding might introduce vocabulary like “emergency services,” “evacuation,” and “flood warnings.” As the story develops over several days, students encounter the same language repeatedly, reinforcing their learning.

This approach not only builds vocabulary but also connects language learning to real-world contexts, making it more meaningful and memorable. Students can follow a news story of their choice, collect related texts, and track recurring vocabulary and phrases.

4. The Tsunami of Vocabulary

Thornbury uses the metaphor of a “tsunami of vocabulary” to describe the goal of language teaching: to expose students to a flood of words and phrases that become ingrained through repeated encounters. Just as the word “tsunami” became widely known after the 2004 disaster, repeated exposure to vocabulary in meaningful contexts helps students internalize it.

Activity Ideas for Meaningful Repetition in the Classroom

Here is how you can use repetition in English language teaching using communicative activities:

1. Gallery Walk

• How it works: Place different texts, images, or questions around the classroom. Students move in small groups from station to station, discussing and responding to the prompts.
• Repetition focus: Students encounter the same language structures or vocabulary as they discuss similar questions or analyze related texts with different group members.
• Example: Use texts on the same topic (e.g., environmental issues) with different perspectives. Students identify recurring vocabulary and compare ideas at each station.

2. Jigsaw Reading

• How it works: Divide a text into sections. Each student reads one section and becomes an “expert.” They then share their section with peers who read different parts.
• Repetition focus: Students hear and use key vocabulary and structures multiple times as they explain their section and listen to others.
• Example: Use a news story divided into parts (e.g., cause, effect, solution). Students repeat key phrases like “led to,” “as a result,” and “recommended actions.”

3. Role-Play Rotations

• How it works: Students role-play different scenarios (e.g., job interviews, shopping, travel) with rotating partners.
• Repetition focus: They reuse the same functional language (e.g., “Can I help you?”, “What’s your budget?”) in different contexts, reinforcing it through practice.
• Example: In a “travel” theme, students repeat phrases like “How much is a ticket?” or “Where is the nearest hotel?” with different partners.

4. Speed Debating

• How it works: Students debate a topic in pairs, switching partners every few minutes.
• Repetition focus: They reuse arguments, phrases, and vocabulary (e.g., “I agree because…”, “On the other hand…”) with different opponents, reinforcing their fluency.
• Example: Debate topics like “Should schools ban smartphones?” Students repeat phrases like “distracts from learning” or “useful for emergencies.”

5. Dictogloss

• How it works: Read a short text aloud at normal speed. Students listen and take notes, then work in groups to reconstruct the text.
• Repetition focus: Students hear the text multiple times and collaborate to reuse the same vocabulary and grammar structures accurately.
• Example: Use a text with target grammar (e.g., past perfect). Students repeat phrases like “had already finished” or “had never seen” during reconstruction.

6. Chain Stories

• How it works: Students create a story together, with each person adding a sentence.
• Repetition focus: They reuse vocabulary and structures introduced by previous speakers, reinforcing them in a creative context.
• Example: Focus on a theme like “a mysterious journey.” Students repeat phrases like “suddenly,” “in the distance,” or “decided to investigate.”

7. Information Gap Activities

• How it works: Pair students and give each different information. They must communicate to complete a task (e.g., filling in a chart, solving a problem).
• Repetition focus: Students repeat key vocabulary and structures as they ask and answer questions.
• Example: Use a map activity where one student gives directions and the other follows. Repeat phrases like “turn left,” “go straight,” or “next to the bank.”

8. Repeated Listening with Different Tasks

• How it works: Play an audio clip multiple times, but assign a different task for each listening (e.g., general understanding, specific details, vocabulary identification).
• Repetition focus: Students hear the same language repeatedly, deepening their comprehension and retention.
• Example: Use a podcast about daily routines. Tasks include identifying times, listing activities, and noting frequency adverbs (e.g., “always,” “sometimes”).

Practical Tips for Implementing Repetition in the Classroom

1. Vary the Task, Not the Text: Use the same text multiple times but with different tasks (e.g., comprehension questions, vocabulary hunts, grammar analysis).
2. Leverage Technology: Use online resources to find related texts on a single topic or follow developing news stories.
3. Encourage Autonomy: Let students choose topics or texts that interest them, increasing motivation and engagement.
4. Focus on Genre and Register: Help students recognize patterns in specific types of texts and apply them in their own language use.
5. Make It Real: Connect language learning to real-world contexts, such as current events or students’ personal interests.

Conclusion

Scott Thornbury’s insights on repetition and recycling in language teaching offer a powerful framework for helping students internalize vocabulary and structures.

By using techniques like narrow reading, genre analysis, and real-world connections, teachers can create engaging and effective learning experiences that go beyond traditional methods.

Repetition, when done thoughtfully and creatively, can transform language learning into a dynamic and meaningful process. As Thornbury reminds us, it’s not about repeating the same thing—it’s about revisiting language in new and exciting ways.

Related Pages

• Repetitions and recycling in EFL and ESL teaching
• Drilling In English Language Teaching: What Is It? And How To Use It?
• Language learning and memorization
• English Teaching Articles & Free Resources for ESL Teachers