This is a brief synopsis of the article, "Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology.

1. Optimizing Second Language Practice in the
Classroom: Perspectives from Cognitive
Psychology
A Brief Synopsis of the 2019 article written by Suzuki, Nakata, and Dekeyser

2. Key Terms
● ISLA (Instructed Second Language
Acquisition): any learning that occurs
as a result of the manipulation of the
L2 learning context
● Conversation Theory: learning occurs
through conversations about a
subject which makes the knowledge
explicit
● Interleaving Effects: a learning
technique that involves mixing
together different topics in order to
facilitate learning

3. The Problem: Practice
vs. Conversation
Theory
● Some L2 experts believe that conversation
theory, or a communicative-based approach
to learning a second language, is the only
way to learn
● Other experts believe that practice, as well
as communication, is the best way to
acquire L2 knowledge
● This article provides research areas and
evidence of the effectiveness of practice in
an L2 classroom

4. Research
Finding 1:
Types of
Practice and
Feedback
● Strong and Boers carried out a study (2018)
that analyzed 44 commercially available ESL
textbooks. An experiment was held in which
Japanese ESL students completed an exercise
after studying phrasal verbs using the trial-
and-error method and the retrieval method
● This study showed that trial-and-error practice
(a technique used in most L2 textbooks)
induces many more incorrect answers than the
retrieval method does
● Retrieval practice is recommended to
maximize phrasal verb learning

6. Research Finding 2: Temporal
Distribution of Practice
● A study by Li and DeKeyser (2019) showed that a shorter spaced practice
schedule had a significant advantage over a longer spaced practice schedule
● For this study, eighty native English-speaking adults with “no prior
knowledge of a tonal language” were recruited. They then underwent 3
training sessions followed by a final retention test
● A shorter spaced practice schedule seems to be more beneficial to L2
acquisition

7. Research Finding 3:
Practice Schedules -
Interleaving Effects
● A study (Nakata & Suzuki, 2019) was
carried out in which 115 Japanese
learners studied English grammatical
structures under 3 different conditions.
These three conditions were: blocking,
interleaving, and increasing (blocking
followed by interleaving). Learners
were then tested on their learned
knowledge
● Results suggested that grammar
learning may be enhanced by
incorporating interleaved practice

9. Learning Processes and Knowledge
Learned Through L2 Practice
● L2 practice should be viewed in a broad manner. There are
multiple factors at play in an L2 classroom that are absent
in a regular classroom
● Teachers should keep in mind sociocultural contexts and
cognitive processes when interacting with their L2 students

10. Research Finding
4: Individualization
of Practice
● Aptitude is thought to play a role in L2
capability
● Working memory abilities have been
found to strongly predict L2 learning
(Linck et al., 2014)
● A study was performed by Hayashi in
which they tested whether working
memory training would result in an
increase of L2 skills
● The study did not yield substantial
results, but the idea needs to be explored
further

11. References
Hayashi, Yuko. (2019). Investigating Effects of Working Memory Training on Foreign Language Development. The Modern
Language Journal. 103. 10.1111/modl.12584.
Li, Man & DeKeyser, Robert. (2019). Distribution of Practice Effects in the Acquisition and Retention of L2 Mandarin Tonal
Word Production. The Modern Language Journal. 103. 10.1111/modl.12580.
Nakata, T., & Suzuki, Y. (2019). Mixing grammar exercises facilitates long‐term retention: Effects of blocking, interleaving,
and increasing practice. Modern Language Journal, 103(3), 629–647.
Strong, Brian & Boers, Frank. (2018). The Error in Trial and Error: Exercises on Phrasal Verbs. TESOL Quarterly. 53.
10.1002/tesq.478.
Suzuki, Yuichi & Nakata, Tatsuya & DeKeyser, Robert. (2019). Optimizing Second Language Practice in the Classroom:
Perspectives from Cognitive Psychology. Modern Language Journal. 103. 551-561. 10.1111/modl.12582.