Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology

By R. Dekeyser. 2007

397 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/faddb501d8c6797ab7c415597ace911107b3d876

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Teaching Pragmatics: Trends and Issues (2011, background): “Takimoto’s study brought new insights into pragmatics by incorporating some key concepts of current SLA literature—repetition, practice, and frequency (e.g., Collins & N. Ellis, 2009; DeKeyser, 2007).”
Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners' Perspectives. (2013, background): “However, recent research has shown that students do not always use the language to the expected degree and that they often fall back on social relationships with native speakers of their own language (DeKeyser, 2007; Dewey, 2008; Polanyi, 1995; Rivers, 1998; Wilkinson, 1998a, 1998b). Freed, Segalowi”
The Routledge handbook of English language teaching (2018, background): “In fact, recent research has shown that exploring embodied conceptual motivations and using visual aids/body actions can significantly enhance L2 learning of prepositions and phrases involving preposition particles (Boers, 2000; Tyler, 2012).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “This is because neither becoming aware of rules nor being able to execute a communication strategy is the same phenomenon as developing interlanguage (see DeKeyser, 1997 , 2007 ; Lightbown, 2000 ; Paradis, 2009 ; Tarone, 1983 ).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “…restructure and develop interlanguage representations, they are ready to engage in FFI activities to repetitively practice the target feature in production under communicatively authentic contexts to proceduralize their declarative knowledge—namely, the practice phase (DeKeyser, 2003 , 2007 ).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…in the second language, engaged in systematically, deliberately, with the goal of developing knowledge of and skills in the second language” (DeKeyser, 2007 , p. 1), has shown its positive impact on L2 development in neurocognitive and neurolinguistic research as well (Paradis, 2004 ,…”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “It is nothing but a truism that learning a new language requires extensive and sustainedmeaningful exposure and practice (DeKeyser, 2007; Gass, 2003).”
Foreign language aptitude theory: Yesterday, today and tomorrow (2016, background): “These bring out more clearly the issue of whether greater control is the result of implicit learning taking place, or the automatization to enable very rapid use of explicit learning from the earlier stages (DeKeyser 2007).”
The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. (2009, background): “The implications for learning through technology are numerous because the theory posits an important role for practice, including systematic input, interaction, production, and feedback in learning (DeKeyser, 2007a).”
The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience (2011, result): “However, the little existing empirical research suggests that a semester abroad does not play a role when it comes to improving the participants’ pronunciation patterns, in terms of either the participants’ perception or production of utterances in the L2 (Dı́az-Campos, 2004; Mora, 2008). However, t”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “VanPatten, 2002) as well as the proceduralization of declarative knowledge in meaningful contexts (e.g., DeKeyser, 2007), both of which may in turn enable L2 learners to transfer what they have learned to other communicative contexts outside of the classroom (Lightbown, 2008).”
Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives (2012, background): “Only then can they spend their time abroad doing what is very hard to do in the classroom’ (DeKeyser, 2007, p. 217).”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “…L2 learning resembles skill acquisition, which entails a gradual transition, through practice in meaningful contexts, from effortful to automatic use of rules, and that L2 instruction should be designed to help L2 learners develop automaticity in target language use (see DeKeyser, 2003 , 2007 ).”
Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “DeKeyser (2007) concluded that a “majority of [study-abroad] students make measurable progress in speaking, especially in terms of fluency, at least in the programs of longer duration” (p. 211).”
Oral corrective feedback in second language classrooms (2012, background): “…gradual transition from effortful to more automatic use of the target language, brought about through practice and feedback in meaningful contexts (DeKeyser 1998, 2001, 2007), and thus explicitly O R A L C O R R E C T I V E F E E D B A C K I N L 2 C L A S S R O O M S 11 acknowledges a role for CF…”