Practice Is Important but How about Its Quality?: Contextualized Practice in the Classroom

Autor/inn/en	Sato, Masatoshi; McDonough, Kim
Titel	Practice Is Important but How about Its Quality?: Contextualized Practice in the Classroom
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 5, S.999-1026 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sato, Masatoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263119000159
Schlagwörter	Second Language Learning; Second Language Instruction; Questioning Techniques; English (Second Language); College Students; Language Tests; Learning Activities; Accuracy; Error Patterns; Language Fluency; Student Improvement; Teaching Methods; Speech Communication; Student Behavior; Context Effect; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Befragungstechnik; Fragetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Language test; Sprachtest; Lernaktivität; Fehlertyp; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Unterrichtserfolg
Abstract	This study explored the impact of contextualized practice on second language (L2) learners' production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners first completed a declarative knowledge test. Then, they engaged in various communicative activities over five weeks. Their production of wh-questions was coded for accuracy (absence of errors) and fluency (speech rate, mean length of pauses, and repair phenomena). Improvement was measured as the difference between the first and last practice sessions. The results showed that accuracy, speech rate, and pauses improved but with distinct patterns. Regression models showed that declarative knowledge did not predict accuracy or fluency; however, declarative knowledge assisted the learners to engage in targetlike behaviors at the initial stage of proceduralization. Furthermore, whereas production of accurate wh-questions predicted accuracy improvement, it had no impact on fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01