Skill acquisition theory applied to second language learning: declarative knowledge first, then proceduralization and partial automatization¶

Theory · All theories
Evidence · 3 claims (2 for, 1 against) · 2 studies (2 theoretical), q1 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article's central explanatory framework is skill acquisition theory, which it describes as stressing "the role of declar ative knowledge in the development of procedural and eventually la rgely automatized knowledge". On this view, retrieval of knowledge during language processing is a complex skill requiring much practice, applying to lexicon as well as grammar; with increased practice and proficiency, both linguistic representations and the skills for using them change. The author argues the theory applies to language learning and that misunderstandings rest on a narrow reading of one kind of knowledge turning into another rather than one kind playing a causal role in the development of the other.

Design Implications¶

Context¶

Requirements¶

• Sequencing must ensure declarative knowledge is acquired first, followed by proceduralization and at least partial automatization through practice

Constraints¶

• The article states no degree of teaching and practice leads to perfect knowledge; automatization is at best partial

Target Learners¶

• second language learners, adolescent and adult

Target Learning Objectives¶

• skill in using L2 forms, fluency, and accuracy in production and comprehension

Claims¶

• Meaningful Effortful Practice Beneficial Essential L2 [+W]
• Low Salience Elements Need Extensive Practice [+W]
• Applying skill theory to grammar conflates constructs: pedagogical rules are not what exists in learners' mental representation [-W]

Related Theories¶

• ACT* (Adaptive Control of Thought): automatization as proceduralization of declarative knowledge through practice
• Metacognitive knowledge framework: knowledge of cognition divided into declarative, procedural, and conditional knowledge
• Declarative/procedural (D/P) model of L2 morphological learning
• Skill acquisition theory in second language learning — the canonical page for this theory
• Skill acquisition theory account of written CF effects: declarative knowledge proceduralized into implicit knowledge through repeated practice

Examples¶

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Key Sources¶

• Robert DeKeyser. (2010). Practice for Second Language Learning: Don't Throw out the Baby with the Bathwater. International Journal of English Studies, 10(1). https://www.um.es/ijes