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Cited by 71EFL/ESL Teaching and LearningSecond Language Acquisition and LearningMemory Processes and Influences

The desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice

SUZUKI, YUICHI, NAKATA, TATSUYA, DEKEYSER, ROBERT·2019·The Modern Language Journal
DOI 10.1111/modl.12585
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Abstract

This coda article offers unified theoretical accounts of the major findings of the empirical studies in this special issue ofOptimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. We present a theoretical framework from cognitive psychology (desirable difficulty framework) and link it to the ideas of second language (L2) difficulty. We argue that practice condition, linguistic difficulty, and individual differences need to be taken into account for creating optimal, deliberate, and systematic L2 practice. The desirable difficulty framework may serve as a theoretical foundation to better understand the role of practice on L2 acquisition, as well as to gain insights into effective L2 teaching. Future directions for research are presented to further develop this emerging field of L2 practice.

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Crossref · 10.1111/modl.12585

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  • Bjork's desirable difficulty framework stipulates that when practice challenges learners to bring out maximal effort, it can promote robust learning and retention.

    “This view is tied to Bjork's (1994) desirable difficulty framework, which stipulates that, when practice challenges leaners to bring out maximal effort, it can promote robust learning and retention (Suzuki et al., 2019a(Suzuki et al., , 2020)).”

    From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Suzuki et al., 2019a

  • Mindful engagement in repeated narration will likely impose desirable challenges on learners, motivating them to become better L2 users.

    “Mindful engagement in repeated narration-conscious effort to use more correct linguistic forms-will likely impose”

    From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Suzuki et al., 2019a

  • Spoken input is more difficult to monitor than written input, which may increase learning difficulty.

    “Because spoken input is more difficult to monitor than written input, it may increase the learning difficulty (Suzuki et al., 2019a).”

    From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as Suzuki et al., 2019a

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Authors
SUZUKI, Y., NAKATA, T., & DEKEYSER, R.
Affiliations
  • Kanagawa University (JP)
  • Hosei University (JP)
  • University of Maryland, College Park (US)
Corresponding author
  • SUZUKI, YUICHI
  • NAKATA, TATSUYA
  • DEKEYSER, ROBERT
ORCID
Venue
The Modern Language Journal
Publisher
Wiley
Published
2019-08-05
Volume
103
Issue
3
Pages
713-720
ISSN
  • 0026-7902 (ISSN-L)
  • 1540-4781
DOI
10.1111/modl.12585
OpenAlex
W2964866490
Cited by
71
References
8
Citations by year
2026: 12 · 2025: 11 · 2024: 13 · 2023: 10 · 2022: 8 · 2021: 8 · 2020: 7 · 2019: 2
FWCI
29.53
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Modern Language Journal (publishedVersion)
Funders
Japan Society for the Promotion of Science (19K13306, 18K12470)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
language difficulties, individual differences, deliberate practice, second language acquisition, practice conditions, cognitive psychology

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