In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims…

Using activity theory, an offshoot of sociocultural theory, we examined how a group of preservice teachers (PSTs) of English in Chile learnt to design language teaching materials. Data from PSTs, teacher educators, and mentoring teachers shows how the conceptual tool of "teaching English as teaching the textbook" is appropriated by a…

Discusses two questions any language-teaching approach has to consider: (1) the component of a language on which to focus; and (2) how the linguistic material can be acquired more efficiently than in the past. Five principles for efficient acquisition of 5,000 vocabulary words are outlined, and the RALEX approach is explained. (SED)

Discusses contemporary theory on the comprehension process in first language reading research and psychology. Examines beliefs, materials, and classroom behaviors which have been under recent discussion and applies the theory of comprehension--that comprehension is the process of relating incoming or new information to information already stored…

Compares three major types of syllabi--structural, situational, and notional--to determine how the last differs from the others. For each, the author examines its focus, its basis for selecting and ordering materials, and its typical manner of presentation. Discusses in considerable detail macro- and microstrategies consistent with the notional…