Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

Suzuki, Yuichi; Nakata, Tatsuya; DeKeyser, Robert

doi:10.1111/modl.12582

Cited by 43 publications

(52 citation statements)

References 103 publications

(98 reference statements)

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“…Studies on task-essential practice suggest that tasks are most effective when learners have to use the target features in order to complete the task successfully (Keck, Iberri-Shea, Tracy-Ventura & Wa-Mbaleka, 2006). Moreover, from the perspective of cognitive psychology, learners benefit more from recalling the target forms than merely practicing the target forms (Suzuki, Nakata & Dekeyser, 2019). Thus, the linguistic scaffolds did not appear to help the development of explicit knowledge of the target grammatical features.…”

Section: Discussionmentioning

confidence: 98%

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

Fang¹,

Yeh²,

Luo³

et al. 2020

ReCALL

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To address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week experiment as part of a general English course. They were assigned to either an experimental group (mobile-supported TBLT), which received TBLT with scaffolds built into the application, or a control group (traditional TBLT), which received traditional paper-based TBLT without the scaffolds. At the end of the experiment, an English achievement test of vocabulary, grammar, and conversation comprehension was administered to determine if the technological scaffolds enhanced the learning outcomes for the course. Students’ self-perceived use of oral communication strategies was also measured to explore how these scaffolds affected the conversational interaction essential for task performance. Results showed that the mobile-supported TBLT group outperformed the traditional TBLT group on the vocabulary and conversation comprehension tests but not so much on the grammar test. Also, the mobile-supported TBLT group reported greater awareness of fluency- and accuracy-oriented strategies for speaking than the traditional TBLT group. Implications for designing mobile learning to enhance TBLT in an EFL setting are drawn.

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Section: Discussionmentioning

confidence: 98%

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

Fang¹,

Yeh²,

Luo³

et al. 2020

ReCALL

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show abstract

“…In addition, the practice format was controlled and form-focused, which limits our understanding of how practice format and schedules influence L2 learning through more meaning-focused tasks. Last but not least, the current research contributes to a growing body of L2 research on optimal schedules that are informed by cognitive psychology (e.g., Nakata, 2015; Suzuki, 2017; Suzuki et al, 2019a). Because a majority of previous psychology and L2 research focuses on adult L2 learners in laboratory contexts, it is imperative to examine to what extent the current results along with the existing lab-based findings are applicable for instructed settings (Küpper-Tetzel, Erdfelder, & Dickhäuser, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…One of the primary objectives of skill acquisition theory research agenda is thus to explore “what practice activities are best for whom, for what structures, for which skill at what time and in what context” (DeKeyser, 2018, p. xv). Extending the growing body of research on L2 practice (see Suzuki, Nakata, & DeKeyser, 2019a for an overview), the work reported in this article focuses on two lines of research that have examined the nature of L2 practice: (a) practice types and (b) practice schedule.…”

Section: Introductionmentioning

confidence: 99%

Dynamic Interplay Between Practice Type and Practice Schedule in a Second Language

Suzuki

Sunada

2019

Stud Second Lang Acquis

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To investigate the skill transfer and the effects of practice schedules in the learning of second language syntax, 129 intermediate-level English learners were divided into six groups, based on practice format (input vs. output practice) and practice schedule (blocked vs. interleaved vs. hybrid [blocked + interleaved]). Analyses revealed that the learners tested on the skill they had practiced outperformed those who were tested on the nonpracticed skill. This pattern was particularly pronounced in comprehension processing speed and production accuracy. Moreover, hybrid practice facilitated skill development more than blocked or interleaved practice alone. Furthermore, a dynamic interplay was detected among practice format, schedule, and learners’ prior knowledge. Hybrid practice led to the least transfer from receptive skills (gained through input practice) to productive skills. Unlike interleaved practice effects, the effects of blocked practice on comprehension speed were more susceptible to learners’ prior processing speed.

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“…The reason is that SLA studies is its direct heir (e.g., Larsen-Freeman, 2007). When SLA studies ties itself directly to cognitive science or cognitive psychology (e.g., Ellis, 2019;Long, 2010;Suzuki, Nakata, & DeKeyser, 2019), when input, output, processing, and competence comprise default terminology in the field, or when a hard line is drawn between cognitive and social, cognitivist traditions endure. To support this claim, let me give three examples.…”

Section: The Cognitivist Tradition In Slamentioning

confidence: 99%

Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies

Atkinson

2019

The Modern Language Journal

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It is widely assumed that the cognitivist era is over in Second Language Acquisition (SLA) studies. This critical review essay (a) questions this assumption, (b) presents alternative views from beyond the field to help it move in a noncognitivist direction, and (c) discusses prospects for a noncognitivist future in SLA studies. I begin by briefly reviewing the history of cognitivism, by which I mean a mind/brain‐centric view of human existence and behavior. I then argue that SLA studies remain under cognitivist influence. Next, I review 2 recent books that offer strong theoretical and empirical bases for studying the embodied, affective, social, and ecological nature of human action, including learning and teaching. The first book, Meyer, Streeck, and Jordan's (2017) co‐edited Intercorporeality, explores the consequences of being a body in a world of other such bodies, versus the cognitivist vision of disembodied mind/brain. The second book, Goodwin's (2018a) Co‐operative Action, develops and empirically illustrates a theory of social action wherein heterogeneous, multimodal cultural tools and practices including language combine, accumulate, and transform in moment‐to‐moment use. Both books view human existence and action as fundamentally “ecosocial”—embodied, affective, and adaptive to human and nonhuman environments—yet they differ markedly in content and implications. Goodwin's painstaking empirical analyses, for instance, including of teaching and learning, show co‐operative action unfolding in real time. I conclude by discussing current developments in SLA studies that point toward a noncognitive future for the field.

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Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

Cited by 43 publications

References 103 publications

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

Dynamic Interplay Between Practice Type and Practice Schedule in a Second Language

Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies

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