Introduction: Situating the concept of practice

DeKeyser, Robert

doi:10.1017/cbo9780511667275.002

Cited by 137 publications

(101 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Findings that support the skill-based character of procedural knowledge underline the importance of speaking practice to learn to speak an L2 (DeKeyser, 2007). The attested failure of immersion students to achieve target-like grammatical accuracy in speaking emphasizes the importance of form-focused activities and feedback to draw attention to less salient linguistic features.…”

Section: Results and Recommendationsmentioning

confidence: 82%

“…Some researchers claim that the evidence in favour of corrective feedback is insufficient, but various studies and meta-analyses (Russell and Spada, 2006) tend to indicate that, in general, corrective feedback has a positive effect on language learning. In addition, there are indications that, to be effective, corrective feedback should be unambiguous, consistent, intensive, should provide opportunities for self-repair and modified output (Tatawy, 2002), should not be too asynchronous as it is important to give feedback while the procedural "knowledge" that led to the error is still active in memory (DeKeyser, 2007) and should preferably take account of specific learner characteristics.…”

Section: Literature Overviewmentioning

confidence: 99%

See 1 more Smart Citation

Computer-Assisted Grammar Practice for Oral Communication

Bodnar

Cucchiarini

Strik

2011

Proceedings of the 3rd International Conference on Computer Supported Education

View full text Add to dashboard Cite

Abstract:Gaining the ability to speak proficiently is an important goal in second language learning, and grammatical correctness is an important dimension of oral proficiency. To acquire the ability to produce grammatically correct speech in everyday conversational situations, learners must practice producing speech until they can do so with little to no concious effort. For maximum pedagogical effectiveness, practice exercises should challenge learners to produce spoken output and provide corrective feedback (CF) on their productions so that learners may notice and correct their mistakes. In this paper, we survey the field of Intelligent Computerassisted Language Learning (ICALL) to examine the extent to which current offerings meet the pedagogical requirements for training grammatical accuracy in oral communication. Our analysis shows that few grammarfocused systems support oral practice, and that systems which do offer oral practice tend to train conversational fluency. In response to these findings, we present our position that grammar accuracy should be addressed in ICALL systems and that, in spite of technological limitations, it is possible to deploy speech technology in ICALL systems to support spoken interaction and allow individualized oral grammar practice and feedback.

show abstract

Section: Results and Recommendationsmentioning

confidence: 82%

Section: Literature Overviewmentioning

confidence: 99%

Computer-Assisted Grammar Practice for Oral Communication

Bodnar

Cucchiarini

Strik

2011

Proceedings of the 3rd International Conference on Computer Supported Education

View full text Add to dashboard Cite

show abstract

“…Another possible reason for the observed success of metalinguistic feedback can be related to skill-acquisition theory (e.g., DeKeyser, 2007), since this theory posits that explicit knowledge can be automatized and proceduralized through meaningful practice. The results of the grammaticality judgment pre-test show that the students generally had a fair level of explicit knowledge of past tense forms, which was activated through the storytelling activities and the teachers' prompts.…”

Section: Resultsmentioning

confidence: 99%

Comparing the Effects of two Types of Output-Pushing Feedback on Adult EFL Students’ Oral Accuracy

Roothooft¹

2016

Elia

View full text Add to dashboard Cite

“…A central concept in the study of skill acquisition is the "power law of practice/learning" (DeKeyser, 2007a;2007b), which states that practice causes reaction time and error rate to decline over time, meaning that practice will stop yielding results at some point (Anderson, 2000). Furthermore, automatization is highly skill-specific and, as such, it should involve practice that focuses on the production/comprehension of relevant abilities (e.g., practice of L2 production will help automatize production, not comprehension).…”

Section: Psycho-cognitive Theoriesmentioning

confidence: 99%

The Place of Corrective Feedback Within the Major SLA Theories

2013

UCFL

View full text Add to dashboard Cite

Explaining how people learn L2 (second language) is the central task of the SLA (second language acquisition) field. Many theories have been proposed to account for phenomena particular to SLA. Corrective feedback-teachers' feedback in reaction to a student's ill-formed response (Sheen, 2011)-is such a phenomenon, whose relevance is evidenced by a large body of research investigating its various facets (e.g., types, distribution, noticeability, and effectiveness). However, to date, no review of the place of feedback within each of the major SLA theories and the different corrective techniques advocated and/or employed by each has been produced. The purpose of this paper is to bridge this gap by reviewing the major current theories of SLA as they relate to corrective feedback.

show abstract

Introduction: Situating the concept of practice

Cited by 137 publications

References 52 publications

Computer-Assisted Grammar Practice for Oral Communication

Computer-Assisted Grammar Practice for Oral Communication

Comparing the Effects of two Types of Output-Pushing Feedback on Adult EFL Students’ Oral Accuracy

The Place of Corrective Feedback Within the Major SLA Theories

Contact Info

Product

Resources

About