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.

• Publication year

  2019

• Venue

  The Modern Language Journal

• Publication date

  2019-09-01

• Fields of study

  Linguistics, Education, Psychology

• Identifiers
  DOI 10.1111/MODL.12582
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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