Skill Acquisition Theory
Abstract
Skill Acquisition Theory accounts for how people progress in learning a variety of skills, from initial learning to advanced proficiency. The scientific roots of Skill Acquisition Theory are to be found in various branches of psychology, but this research area has proven to be remarkably resilient through various developments in psychology, from behaviorism to cognitivism to connectionism. The same can be said about other directions in which skill acquisition research has expanded in recent years: the study of the forgetting of skills and the role of distributed versus massed practice in learning and forgetting. The acquisition of declarative knowledge of a kind that can be proceduralized requires the judicious use of rules and examples. Furthermore, research on skill acquisition, whether carried out with behavioral data or through neuroimaging or computer modeling, is tremendously explicit in its procedures and claims.
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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, 2020
With practice, performance times decrease following the power law of practice.
“With practice, behavioral indicators of skill acquisition, especially performance times, are known to decrease following the power law of practice (DeKeyser, 1997, 2020; see Newell & Rosenbloom, 1981, for initial evidence in cognitive psychology).”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as DeKeyser, 2020
Before this study, the number of stages in L2 skill acquisition had not been directly tested, and no L2 studies had tested the three-stage model against rival models.
“the number of stages has never actually been tested.”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as DeKeyser, 2020
The three-stage finding aligns with the learning mechanism of the three-stage model (ACT-R) and is at odds with the race model (single-stage) and the CMPL theory (two-stage).
“This finding aligns with the learning mechanism of the three-stage model, or ACT-R (DeKeyser, 2020;Suzuki, 2022) and is at odds with that of the race model (a single-stage model) and the CMPL theory (a two-stage model).”
From Testing the three-stage model of second language skill acquisition (2025) · cites this paper as DeKeyser, 2020
Acquisition of declarative and procedural knowledge involves different learning processes.
“Second, according to skill acquisition (DeKeyser, 2020) and retention theories (Kim et al., 2013), acquisition of declarative and procedural knowledge involves different learning processes.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as DeKeyser, 2020
Declarative knowledge can be acquired even with one encounter, whereas procedural knowledge acquisition necessitates repeated use of target knowledge and skills.
“Declarative knowledge can be acquired even with one encounter, whereas procedural knowledge acquisition necessitates repeated use of target knowledge and skills.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as DeKeyser, 2020
Acquisition of procedural knowledge takes more practice opportunities than declarative knowledge.
“Because the acquisition of procedural knowledge takes more practice opportunities than declarative knowledge (DeKeyser, 2020;Kim et al., 2013), only one block of six repetitions may not be sufficient to promote procedural knowledge, which makes it difficult to gain distributed practice effects.”
From MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT (2022) · cites this paper as DeKeyser, 2020
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“Because the acquisition of procedural knowledge takes more practice opportunities than declarative knowledge (DeKeyser, 2020; Kim et al., 2013), only one block of six repetitions may not be sufficient to promote procedural knowledge, which makes it difficult to gain distributed practice effects.”
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- Authors
- DeKeyser, R.
- Corresponding author
- DeKeyser, Robert
- Venue
- Theories in Second Language Acquisition
- Publisher
- Routledge
- Published
- 2020-02-24
- Pages
- 83-104
- OpenAlex
- W3007747340
- Cited by
- 325
- References
- 1
- Citations by year
- 2026: 55 · 2025: 38 · 2024: 34 · 2023: 26 · 2022: 22 · 2021: 66 · 2020: 42 · 2019: 24 · 2018: 10 · 2017: 2 · 2016: 2 · 2015: 1
- FWCI
- 180.29
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- skill acquisition, motor learning, skill proficiency, forgetting, distributed practice, massed practice, procedural knowledge, declarative knowledge, rule-based learning, behaviorism, cognitivism, connectionism
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