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...
Gespeichert in:
| Veröffentlicht in: | The Modern language journal (Boulder, Colo.) Colo.), 2019-10, Vol.103 (3), p.551-561 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 561 |
|---|---|
| container_issue | 3 |
| container_start_page | 551 |
| container_title | The Modern language journal (Boulder, Colo.) |
| container_volume | 103 |
| creator | SUZUKI, YUICHI NAKATA, TATSUYA DEKEYSER, ROBERT |
| description | 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. |
| doi_str_mv | 10.1111/modl.12582 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2274868511</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>45172025</jstor_id><sourcerecordid>45172025</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3972-a1f6a94b1382f5ad207127e2e00f197070b9edaf72503ee5315ba0a4fb132d8a3</originalsourceid><addsrcrecordid>eNp9kE1LxDAQhoMouK5e_AUB8SJ0nUmbTetN6idUdkG9CSHbprVL29Skq9Rfb9cqeDKXIczzzDAvIccIMxzeeW2yaoaMh2yHTJAH4AUixF0yAWBzT0TA9smBc2sAQAyDCXlZtF1Zl59lU9BHnZomo4lqio0qNF1alXZlqmnZ0O5V07hSzllj6gu61Na1eui-a0dza2oam6Ipt3-6dH36aipT9IdkL1eV00c_dUqeb66f4jsvWdzex5eJl_qRYJ7CfK6iYIV-yHKuMgYCmdBMA-QYCRCwinSmcsE4-FpzH_lKgQrywWBZqPwpORnntta8bbTr5NpsbDOslIyJIJyHHHGgzkYqtWa4Q-eytWWtbC8R5DY9uU1Pfqc3wDjCH2Wl-39I-bC4Sn6d09FZu87Yvw7zQciAo2DAuP8FSwx94Q</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2274868511</pqid></control><display><type>article</type><title>Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology</title><source>Wiley Online Library Journals Frontfile Complete</source><source>Jstor Complete Legacy</source><creator>SUZUKI, YUICHI ; NAKATA, TATSUYA ; DEKEYSER, ROBERT</creator><creatorcontrib>SUZUKI, YUICHI ; NAKATA, TATSUYA ; DEKEYSER, ROBERT</creatorcontrib><description>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.</description><identifier>ISSN: 0026-7902</identifier><identifier>EISSN: 1540-4781</identifier><identifier>DOI: 10.1111/modl.12582</identifier><language>eng</language><publisher>Malden: Wiley Subscription Services, Inc</publisher><subject>Cognitive psychology ; distribution of practice ; Feedback ; Individual differences ; Learning processes ; Pedagogy ; practice ; Psychology ; Second language instruction ; Second language learning ; Second language teachers ; skill acquisition theory ; Skill development</subject><ispartof>The Modern language journal (Boulder, Colo.), 2019-10, Vol.103 (3), p.551-561</ispartof><rights>National Federation of Modern Language Teachers Associations</rights><rights>2019 by The Modern Language Journal</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3972-a1f6a94b1382f5ad207127e2e00f197070b9edaf72503ee5315ba0a4fb132d8a3</citedby><cites>FETCH-LOGICAL-c3972-a1f6a94b1382f5ad207127e2e00f197070b9edaf72503ee5315ba0a4fb132d8a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45172025$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45172025$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,801,1414,27911,27912,45561,45562,58004,58237</link.rule.ids></links><search><creatorcontrib>SUZUKI, YUICHI</creatorcontrib><creatorcontrib>NAKATA, TATSUYA</creatorcontrib><creatorcontrib>DEKEYSER, ROBERT</creatorcontrib><title>Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology</title><title>The Modern language journal (Boulder, Colo.)</title><description>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.</description><subject>Cognitive psychology</subject><subject>distribution of practice</subject><subject>Feedback</subject><subject>Individual differences</subject><subject>Learning processes</subject><subject>Pedagogy</subject><subject>practice</subject><subject>Psychology</subject><subject>Second language instruction</subject><subject>Second language learning</subject><subject>Second language teachers</subject><subject>skill acquisition theory</subject><subject>Skill development</subject><issn>0026-7902</issn><issn>1540-4781</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><recordid>eNp9kE1LxDAQhoMouK5e_AUB8SJ0nUmbTetN6idUdkG9CSHbprVL29Skq9Rfb9cqeDKXIczzzDAvIccIMxzeeW2yaoaMh2yHTJAH4AUixF0yAWBzT0TA9smBc2sAQAyDCXlZtF1Zl59lU9BHnZomo4lqio0qNF1alXZlqmnZ0O5V07hSzllj6gu61Na1eui-a0dza2oam6Ipt3-6dH36aipT9IdkL1eV00c_dUqeb66f4jsvWdzex5eJl_qRYJ7CfK6iYIV-yHKuMgYCmdBMA-QYCRCwinSmcsE4-FpzH_lKgQrywWBZqPwpORnntta8bbTr5NpsbDOslIyJIJyHHHGgzkYqtWa4Q-eytWWtbC8R5DY9uU1Pfqc3wDjCH2Wl-39I-bC4Sn6d09FZu87Yvw7zQciAo2DAuP8FSwx94Q</recordid><startdate>20191001</startdate><enddate>20191001</enddate><creator>SUZUKI, YUICHI</creator><creator>NAKATA, TATSUYA</creator><creator>DEKEYSER, ROBERT</creator><general>Wiley Subscription Services, Inc</general><general>Blackwell Publishing Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20191001</creationdate><title>Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology</title><author>SUZUKI, YUICHI ; NAKATA, TATSUYA ; DEKEYSER, ROBERT</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3972-a1f6a94b1382f5ad207127e2e00f197070b9edaf72503ee5315ba0a4fb132d8a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Cognitive psychology</topic><topic>distribution of practice</topic><topic>Feedback</topic><topic>Individual differences</topic><topic>Learning processes</topic><topic>Pedagogy</topic><topic>practice</topic><topic>Psychology</topic><topic>Second language instruction</topic><topic>Second language learning</topic><topic>Second language teachers</topic><topic>skill acquisition theory</topic><topic>Skill development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>SUZUKI, YUICHI</creatorcontrib><creatorcontrib>NAKATA, TATSUYA</creatorcontrib><creatorcontrib>DEKEYSER, ROBERT</creatorcontrib><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>The Modern language journal (Boulder, Colo.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>SUZUKI, YUICHI</au><au>NAKATA, TATSUYA</au><au>DEKEYSER, ROBERT</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology</atitle><jtitle>The Modern language journal (Boulder, Colo.)</jtitle><date>2019-10-01</date><risdate>2019</risdate><volume>103</volume><issue>3</issue><spage>551</spage><epage>561</epage><pages>551-561</pages><issn>0026-7902</issn><eissn>1540-4781</eissn><abstract>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.</abstract><cop>Malden</cop><pub>Wiley Subscription Services, Inc</pub><doi>10.1111/modl.12582</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0026-7902 |
| ispartof | The Modern language journal (Boulder, Colo.), 2019-10, Vol.103 (3), p.551-561 |
| issn | 0026-7902 1540-4781 |
| language | eng |
| recordid | cdi_proquest_journals_2274868511 |
| source | Wiley Online Library Journals Frontfile Complete; Jstor Complete Legacy |
| subjects | Cognitive psychology distribution of practice Feedback Individual differences Learning processes Pedagogy practice Psychology Second language instruction Second language learning Second language teachers skill acquisition theory Skill development |
| title | Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-16T03%3A16%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Optimizing%20Second%20Language%20Practice%20in%20the%20Classroom:%20Perspectives%20from%20Cognitive%20Psychology&rft.jtitle=The%20Modern%20language%20journal%20(Boulder,%20Colo.)&rft.au=SUZUKI,%20YUICHI&rft.date=2019-10-01&rft.volume=103&rft.issue=3&rft.spage=551&rft.epage=561&rft.pages=551-561&rft.issn=0026-7902&rft.eissn=1540-4781&rft_id=info:doi/10.1111/modl.12582&rft_dat=%3Cjstor_proqu%3E45172025%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2274868511&rft_id=info:pmid/&rft_jstor_id=45172025&rfr_iscdi=true |