Practice is a recurring and popular theme in language education. However, the concepts of practice and automatization have recently received renewed theoretical and practical interest and are increasingly being explored from the skill acquisition theory and cognitive psychology perspectives.
In this edited volume, leading scholars discuss the optimal types, amounts, and schedules of practice for specific language structures and skills, as well as for various types of learners and learning contexts, to facilitate second language development. They illuminate how practice is instantiated for specific groups of teachers and learners in diverse institutionalized contexts, such as foreign language curriculum development, intelligent computer-assisted language learning systems, task-based language teaching, and study abroad. Furthermore, original methodological syntheses of extant research on practice and automatization are presented, along with guides for conducting empirical research on these topics.
Below is a brief summary of each chapter to provide you with an overview of the volume.
You can read several chapters by clicking [Accepted Manuscript].
Chapter 1 Introduction: Practice and Automatization in a Second Language
Yuichi Suzuki [Abstract] [Accepted Manuscript]
“Practice and automatization” no longer refer to mechanical, mindless drills of structural patterns and superficial parroting of dialogues. Extending DeKeyser (2007), I presented the updated concept of practice and offered five principles of effective practice that are rooted in cognitive psychology: (a) deliberate; (b) systematic; (c) transfer-appropriate; (d) feedback; and (e) desirable difficulty. A review of empirical research are presented in different contexts in different teaching approaches.
PART I Foundations
Chapter 2 Explicit learning at the initial stages of SLA: Optimizing input and intake processing Yuichi Suzuki, Tatsuya Nakata, and John Rogers [Abstract] [Accepted Manuscript]
How can we optimize second language input and intake processing mechanisms? This review chapter evaluates receptive and semi-productive activities categorized as isolated, guided, and contextualized practice. We highlight the explicit learning mechanisms in SLA: deliberate memorization, guided instruction, noticing, hypothesis testing, explicit instruction, reconstruction, imitation, feedback, and monitoring of own performance.
Chapter 3 Skill learning theories and language teaching: Different strokes for different folks Masatoshi Sato [Abstract]
A thought-provoking conceptual piece on the role of skill learning theories in communicative L2 practice. Sato presents a hypothesis that two very different learning context (foreign language vs immersion classrooms) influence the memory retrieval process during meaningful practice with corrective feedback.
PART II Teaching Approaches and Contexts
Chapter 4 Situating practice in a limited-exposure, foreign languages school curriculum
Emma Marsden and Rachel Hawkes [Abstract][Accepted Manuscript]
UK-based researchers and teachers put skill acquisition theory into a real-world foreign language curriculum. Marsden and Hawkes revealed the behind-the-scene of a state-funded curriculum development project for teaching French, German, and Spanish to 11–16-year-olds in England. Discover how principles of practice was implemented and the challenges faced at the intersection of research, policy, and practice.
Chapter 5 Supporting individualized practice through Intelligent CALL
Simon Ruiz, Patrick Rebuschat, and Detmar Meurers [Abstract][Accepted Manuscript]
What’s the future of L2 practice with AI? They showcase several Intelligent CALL (ICALL) systems, integrating AI to model learners and the target language. A must read to better understand how ICALL can not only promote L2 acquisition but also serve as an ISLA research tool, allowing for large-scale studies and fine-grained analyses in authentic education contexts.
Chapter 6 Integrating systematic practice into task-based language teaching
Craig Lambert [Abstract]
Is skill acquisition theory incompatible with TBLT? Lambert explores the possibilities for integrating some dimensions of L2 practice within a task-based language teaching framework. He proposes three-stage systematic task repetition practice with transfer-appropriate L1/L2 planning, corrective feedback, and time pressure. A thought-provoking read for ISLA researchers and teachers!
Chapter 7 Practice in study abroad contexts
Kevin McManus [Abstract][Accepted Manuscript]
What is the ultimate form of L2 practice? – Study abroad. MacManus reviews the vibrant domain of how study abroad shapes L2 learning from a skill acquisition theory perspective. He interpreted deliberate practice as goal-directed, driven by both external and internal motivation. This perspective aligns with emergentist/usage-based accounts and emphasizes the importance of practice contexts in how learners use L2 for communicative purposes.
PART III Methodological Synthesis
Chapter 8 A synthesis of L2 practice research: What is “practice” and how has it been investigated? Ryo Maie and Aline Godfroid [Abstract]
Maie and Godfroid conducted the first systematic review of L2 practice from a skill acquisition theory perspective. They revealed the increasing trend of L2 practice studies (k=16 during 1990-2005; k=99 during 2006–2022) and identified four research strands using cluster analysis. Based on their comprehensive review, methodological guidelines and research gaps are presented. An essential contribution to this emerging subfield of instructed SLA!
Chapter 9 Measuring automaticity in a second language: A methodological synthesis of experimental tasks over three decades (1990-2021)
Yuichi Suzuki and Irina Elgort [Abstract][Accepted Manuscript]
Irina Elgort and I conducted a systematic review of tasks to assess automaticity in L2 lexical and grammar processing. We classified 90 tasks including primed/non-primed lexical decision and semantic/acceptability judgment and synthesized key measures (accuracy, reaction time, coefficient of variance). Our comprehensive synthesis illuminated research gaps, such as the scarcity of tasks for assessing auditory lexical processing.
Chapter 10 Measuring speaking and writing fluency: A methodological synthesis focusing on automaticity
Shungo Suzuki and Andrea Révész [Abstract]
How do you measure automaticity and fluency in speaking and writing skills? Shungo Suzuki and Andrea Révész present two systematic reviews on the relationships between speech/keylogging measures and L2 knowledge. They provide useful methodological guidelines for assessing automaticity in productive skills and hands-on exercises on how to calculate fluency indices of L2 speaking and writing.
Chapter 11 Conclusion: Future directions of practice and automatization research
Yuichi Suzuki [Abstract]
Based on the reviews and methodological syntheses in this volume, I discuss the future of practice and automatization in second language acquisition. After reflecting the main contributions from the researchers of this volume, I present outstanding issues from with respect to its five core principles of effective practice (deliberate, systematic, transfer-appropriate, feedback, and desirable difficulty).
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