Part of
Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 71–92
Edited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 71–92
Chapter 4. Skill Acquisition Theory and the role of practice in L2 development
This chapter presents an overview of research in support of Skill Acquisition Theory and the claim that contextualized oral practice in conjunction with feedback promotes continued second language growth. Skill acquisition is explained as a gradual transition from effortful use to more automatic use of the target language, with the ultimate goal of achieving faster and more accurate processing. By reviewing different yet compatible theoretical orientations of knowledge representations (e.g., implicit/explicit knowledge, exemplar-based/rule-based representations), the interplay between declarative and procedural knowledge is explained as bidirectional and relative to the context of instruction. The differential effects of guided practice and communicative practice are addressed and their benefits in conjunction with feedback are highlighted through reference to classroom-based second language acquisition (SLA) research. Finally, future directions regarding research on practice effects and types of practice are suggested.
Cited by
Cited by 52 other publications
Alonso-Aparicio, Irene
2018. Chapter 7. The impact of prior knowledge on second language grammar practice. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 143 ff. 
Alwadei, Amjaad Mansour & Mohammed Ali Mohsen
2023. Investigation of the use of infographics to aid second language vocabulary learning. Humanities and Social Sciences Communications 10:1
Badjadi, Nour El Imane
2016. Title: A Meta-Analysis of the Effects of Instructional Tasks on L2 Pragmatics Comprehension and Production. In Assessment for Learning Within and Beyond the Classroom, ► pp. 241 ff.
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 30 ff.
Briceño, Allison & Emily Zoeller
2022. “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1 ► pp. 8 ff.
Criado, Raquel
2016. Insights from Skill Acquisition Theory for grammar activity sequencing and design in Foreign Language Teaching. Innovation in Language Learning and Teaching 10:2 ► pp. 121 ff.
de Jong, Nel & Philip Tillman
2018. Chapter 2. Grammatical structures and oral fluency in immediate task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 43 ff.
Gass, Susan M.
2015. Comprehensible Input and Output in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 182 ff.
Ghaith, Ghazi M. & Ghada M. Awada
2022. The Theoretical Relevance and Efficacy of Cooperative Learning in EIL Teaching and Learning. In Cooperative Learning and World-Readiness Standards for Learning Languages, ► pp. 27 ff.
GRAUS, JOHAN & PETER-ARNO COPPEN
2018. Influencing Student Teacher Grammar Cognitions: The Case of the Incongruous Curriculum. The Modern Language Journal 102:4 ► pp. 693 ff.
Hamman-Ortiz, Laura
2019. Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4 ► pp. 387 ff.
Kachinske, Ilina & Robert DeKeyser
2019. The interaction between timing of explicit grammar explanation and individual differences in second language
acquisition. Journal of Second Language Studies 2:2 ► pp. 197 ff.
Kachinske, Ilina & Robert M. DeKeyser
2021. The interaction between timing of explicit grammar explanation and individual differences in second language acquisition. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 33 ff.
Lee, Andrew H.
2021. The effects of proactive form-focused instruction and individual differences on second language acquisition. Language Teaching Research ► pp. 136216882110510 ff.
LEE, ANDREW H. & ROY LYSTER
2017. Can corrective feedback on second language speech perception errors affect production accuracy?. Applied Psycholinguistics 38:2 ► pp. 371 ff.
Lee, Andrew H. & Roy Lyster
2023. The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French. Language Awareness ► pp. 1 ff.
Lee, Andrew H. & Ron I. Thomson
2022. Chapter 10. Pronunciation. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 233 ff.
Lee, Icy, Na Luo & Pauline Mak
2022. Diagnostic Assessment of Written Accuracy: New Directions for Written Corrective Feedback in Secondary Writing Classrooms. In Assessing the English Language Writing of Chinese Learners of English, ► pp. 213 ff.
Lee, Yow-jyy Joyce & Yeu-Ting Liu
2022. Promoting Oral Presentation Skills Through Drama-Based Tasks with an Authentic Audience: A Longitudinal Study. The Asia-Pacific Education Researcher 31:3 ► pp. 253 ff.
LIGHTBOWN, PATSY MARTIN
2019. Perfecting Practice. The Modern Language Journal
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1131 ff.
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Lyster, Roy
2017. Introduction to part I. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 19 ff.
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4 ► pp. 340 ff.
Mannion, Lydia & Claire Griffin
2018. Precision teaching through Irish: effects on isolated sight word reading fluency and contextualised reading fluency. Irish Educational Studies 37:3 ► pp. 391 ff.
NAKATA, TATSUYA & YUICHI SUZUKI
2019. Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice. The Modern Language Journal
Nguyen, Thi Thuy Minh & Thi Thanh Thuy Pham
2023. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics. In L2 Pragmatics in Action [Language Learning & Language Teaching, 58], ► pp. 243 ff.
Norouzian, Reza, Michael de Miranda & Luke Plonsky
2018. The Bayesian Revolution in Second Language Research: An Applied Approach. Language Learning 68:4 ► pp. 1032 ff.
NOROUZIAN, REZA, MICHAEL DE MIRANDA & LUKE PLONSKY
2019. A Bayesian Approach to Measuring Evidence in L2 Research: An Empirical Investigation. The Modern Language Journal 103:1 ► pp. 248 ff.
O'Brien, Myles
2019. A freely-available system for browser-based Q&A practice in English, with speech recognition. The EuroCALL Review 27:2 ► pp. 40 ff.
Ochieng, Vollan O & Moses Ngware
2022. Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions. Journal of Adult and Continuing Education 28:2 ► pp. 558 ff.
Pitura, Joanna
2022. Developing L2 speaking skills in English-medium EFL higher education. Innovation in Language Learning and Teaching 16:2 ► pp. 118 ff.
Pliatsikas, Christos, Tom Johnstone & Theodoros Marinis
2014. Grey Matter Volume in the Cerebellum is Related to the Processing of Grammatical Rules in a Second Language: A Structural Voxel-based Morphometry Study. The Cerebellum 13:1 ► pp. 55 ff.
Qureshi, Muhammad Asif & Ahmad Aljanadbah
2022. Translanguaging and reading comprehension in a second language. International Multilingual Research Journal 16:4 ► pp. 247 ff.
Sato, Masatoshi
2013. Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal 97:3 ► pp. 611 ff.
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model. Language Learning 67:2 ► pp. 249 ff.
Sato, Masatoshi
2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3 ► pp. 407 ff.
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 1 ff.
Sato, Masatoshi & Shawn Loewen
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2 ► pp. 507 ff.
Sato, Masatoshi & Kim McDonough
2019. PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?. Studies in Second Language Acquisition 41:5 ► pp. 999 ff.
Sato, Masatoshi & Paula Viveros
2016. 3. Interaction or collaboration? Group dynamics in the foreign language classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 91 ff.
Sippel, Lieselotte & Carrie N. Jackson
2015. Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom. Foreign Language Annals 48:4 ► pp. 688 ff.
Suzuki, Yuichi & Robert DeKeyser
2017. The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes. Language Learning 67:4 ► pp. 747 ff.
Suzuki, Yuichi & Keiko Hanzawa
2022. MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 44:2 ► pp. 536 ff.
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2 ► pp. 157 ff.
Sydorenko, Tetyana, Tom F. H. Smits, Keelan Evanini & Vikram Ramanarayanan
2019. Simulated speaking environments for language learning: insights from three cases. Computer Assisted Language Learning 32:1-2 ► pp. 17 ff.
Thuy Nguyen, Minh Thi & Thuy Thi Thanh Pham
2022. Instructional effects on L2 pragmatic comprehension: the case of indirect refusals and indirect opinions. The Language Learning Journal 50:4 ► pp. 427 ff.
Vural, Seniye & DoĞan Bulut
2018. Skills-Based Training. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1 ► pp. 31 ff.
[no author supplied]
This list is based on CrossRef data as of 5 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.