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

This introduction to the special issue provides an overview of the role of practice in a second language (L2) from both pedagogical and theoretical perspectives. The following 5 areas of research are identified for studying L2 practice from cognitive psychology perspectives: (a) the type of practice (retrieval practice, corrective feedback, modality), (b) distribution of practice, (c) schedule of practice (blocking and interleaving effects), (d) individual difference factors (aptitude-treatment interaction), and (e) effects of practice on learning trajectories and outcomes. This special issue sets a research agenda toward better understanding the learning processes and resulting knowledge through practice. That research can inform teachers about how they can optimize L2 teaching and learning for a variety of learners across different classroom contexts.