Abstract: As a teacher our aim of teaching language is to enable our learners to use the language they have learned in order to effectively communicate with others. The priority is given to their fluency rather than their accuracy. A task base approach, where learners can actively engage in meaning focused activity seems to be explicitly designed for the mentioned purpose. This study examined replication of Martin Bygate s experiment, which was base on the assumption that the learners’ performance is likely to be altered by the repetition of the task toward a better performance, in nearly the same experimental situation. One of the most significant differences between his work and this new one is about the participants of two studies. In this study, she is a person living in Iran, a country where English language is not spoken whether as her first or second language, while the participant of his study was a native English speaker. This study mirrors findings in terms of the participant’s improvement of fluency, relative appropriateness for selecting more native like words, phrases and increase in the number of self corrections. In addition to, her use of lexical verbs and more simple and complex sentences for the second time of her performance at the second time of task repetition. The observed differences between these two experiments were: first, about the increase in the number of simple present and stem verbs in contrary with his experiment, in which the numbers of simple past verbs were increased and the numbers of stem verbs were decreased in the second time of performance. The second difference was about number of used function and content words.