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Some Characteristics of Effective Practice in Second Language Acquisition
Author(s) -
Quisenberry James D.
Publication year - 1982
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1982.tb00227.x
Subject(s) - experiential learning , grammar , variety (cybernetics) , structuring , computer science , second language acquisition , interpretation (philosophy) , linguistics , language acquisition , mathematics education , foreign language , component (thermodynamics) , teaching method , comprehension approach , psychology , language education , artificial intelligence , programming language , philosophy , physics , finance , economics , thermodynamics
This article focuses on the importance of practice as a necessary component in learning a second language. Second language practice is categorized according to four general approaches to teaching foreign language: the grammar‐translation (G‐T) approach; the audiolingual (AL) approach; the programmed instruction (P‐I) approach; and the contextual approach. A distinction is made between drill and practice. A review of research findings in related fields has shown that: (1) repetition as a learning technique is not as effective as current classroom practice implies; (2) the more meaningful the material to be learned, the better the student will learn and retain it; (3) there is a need for great variety within an experiential approach to structuring the learning environment; (4) the use of printed and other visually oriented learning materials should be an integral part of any program of instruction; and (5) the conscious learning of specific grammar rules may not be as important in learning to speak a second language as many teachers believe. The article concludes with the author's interpretation of the research findings and some suggestions for implementation of these in actual classroom situations.