Chapter 4. Skill Acquisition Theory and the role of practice in L2 development
Chapter 4. Skill Acquisition Theory and the role of practice in L2 development
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第 4 章 技能习得理论和实践在第二语言发展中的作用
DOI：
10.1075/aals.9.07ch4
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Masatoshi Sato
中科院分区：
文献类型：
--
作者：
R. Lyster;Masatoshi Sato
本章对支持技能习得理论的研究进行了综述，并指出结合语境的口语练习和反馈可以促进第二语言的持续发展。技能习得被解释为从费力地使用目标语到更自动地使用目标语的逐步过渡，最终目标是实现更快、更准确的处理。通过回顾知识表示的不同但兼容的理论取向(例如，隐含/显性知识、基于样本/基于规则的表示)，说明性知识和程序性知识之间的相互作用被解释为双向的并且相对于教学的上下文。讨论了指导性练习和交际练习的不同效果，并通过参考基于课堂的第二语言习得(SLA)研究强调了它们结合反馈的好处。最后，对未来实践效果和实践类型的研究方向提出了建议。
This chapter presents an overview of research in support of Skill Acquisition Theory and the claim that contextualized oral practice in conjunction with feedback promotes continued second language growth. Skill acquisition is explained as a gradual transition from effortful use to more automatic use of the target language, with the ultimate goal of achieving faster and more accurate processing. By reviewing different yet compatible theoretical orientations of knowledge representations (e.g., implicit/explicit knowledge, exemplar-based/rule-based representations), the interplay between declarative and procedural knowledge is explained as bidirectional and relative to the context of instruction. The differential effects of guided practice and communicative practice are addressed and their benefits in conjunction with feedback are highlighted through reference to classroom-based second language acquisition (SLA) research. Finally, future directions regarding research on practice effects and types of practice are suggested.