The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice

This coda article offers unified theoretical accounts of the major findings of the empirical studies in this special issue of Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. We present a theoretical framework from cognitive psychology (desirable difficul...

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Veröffentlicht in:	The Modern language journal (Boulder, Colo.) Colo.), 2019, Vol.103 (3), p.713-720
Hauptverfasser:	SUZUKI, YUICHI, NAKATA, TATSUYA, DEKEYSER, ROBERT
Format:	Artikel
Sprache:	eng
Schlagworte:	Classrooms Cognitive Psychology deliberate and systematic practice desirable difficulty framework Difficulty Level Guidelines Individual Differences practice Psycholinguistics Psychology second language difficulty Second Language Instruction Second Language Learning Skill development Teaching Methods
Online-Zugang:	Volltext
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