Practice is important but how about its quality? Contextualized practice in the classroom

Masatoshi Sato, Kim McDonough

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)999-1026
Number of pages28
JournalStudies in Second Language Acquisition
Issue number5
Publication statusPublished - 1 Jan 2019

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


Dive into the research topics of 'Practice is important but how about its quality? Contextualized practice in the classroom'. Together they form a unique fingerprint.

Cite this