Automaticity and automatization
Abstract
Introduction: concepts and issues In a very general sense, everybody knows what automaticity means. Some doors slide open automatically, some cars shift gears automatically, some VCRs rewind automatically; in other words these objects perform their functions without requiring any physical or mental effort on our part (the meaning of the Greek adjective automatos is selfacting). In the psychological sense, every layman has had experience with automaticity too. When typing, driving a stick-shift car or using a word-processor too edit a text, we perform a complex series of tasks very quickly and efficiently, without having to think about the various components and subcomponents of action involved; sometimes we are even unable to think of them explicitly, and therefore we may have trouble visualizing the keyboard or explaining to somebody else how to use a piece of software, even though – or rather just because – we use the keyboard or the software with great ease. Initially, though, we may have found typing, driving a stick-shift car or using a spreadsheet to be slow, tricky, and tiring. The automaticity, that is the speed and ease with which we ultimately carry out these tasks, is the result of a slow process that we call automatization. Once this process has run its course, the chain of actions involved in the automatized tasks can even become hard to suppress, as we experience when forced to shift from a querty to an azerty keyboard, from a stick-shift to an automatic car, or…
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Skill acquisition theory holds that L2 learning is a form of skill acquisition and that L2 skill development follows three stages: declarative, procedural, and automatic.
“Skill acquisition theory conceptualizes second language (L2) learning in three stages (declarative, procedural, and automatic)”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as DeKeyser, 2001
DeKeyser suggests that the initial rapid decrease in performance times reflects the transition from declarative to procedural stage, and the subsequent incremental decrease reflects automatization.
“DeKeyser (1997,2001) suggests that the initial rapid decrease reflects the transition from the declarative to procedural stage (proceduralization), and the subsequent incremental decrease reflects smoothing out performances to automatize a behavior (production tuning).”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as DeKeyser, 2001
Output facilitates production practice and thus the development of fluency and automaticity.
“Finally, as output necessarily involves language use, it facilitates production practice and, thus, the development of fluency and automaticity (see DeKeyser 2001;Lyster & Sato 2013; DeKeyser 2017a).”
From Interaction and instructed second language acquisition (2018) · cites this paper as DeKeyser 2001
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Legislation by Hypothesis: The Case of Task-Based Instruction
Swan, M. (2005) · Applied Linguistics · doi:10.1093/applin/ami013 · Cited by 481 · see citing works
Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · see citing works
Research on form-focused instruction in immersion classrooms: implications for theory and practice
LYSTER, R. (2004) · Journal of French Language Studies · doi:10.1017/s0959269504001826 · Cited by 111 · see citing works
Effects of Fluency Training on the Application of Linguistic Operations in Writing
van Gelderen, A., & Oostdam, R. (2005) · L1-Educational Studies in Language and Literature · doi:10.1007/s10674-005-0332-z · Cited by 36 · see citing works
Testing the three-stage model of second language skill acquisition
Maie, R., & Godfroid, A. (2025) · Studies in Second Language Acquisition · doi:10.1017/s027226312500021x · Cited by 5 · see citing works
- Authors
- Dekeyser, R. M.
- Corresponding author
- Dekeyser, Robert M.
- Venue
- Cognition and Second Language Instruction
- Publisher
- Cambridge University Press
- Published
- 2001-11-29
- Pages
- 125-151
- OpenAlex
- W1714086077
- Cited by
- 343
- References
- 0
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 9 · 2023: 8 · 2022: 40 · 2021: 13 · 2020: 13 · 2019: 12 · 2018: 9 · 2017: 15 · 2016: 17 · 2015: 18 · 2014: 21 · 2013: 17 · 2012: 25
- FWCI
- 14.92
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Funders
- Andrew W. Mellon Foundation
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- automaticity, automation, skill acquisition, implicit learning, procedural memory, task automation, skill transfer
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