Cognitive underpinnings of repetitive practice in the learning of EFL

Abstract

Classroom practice has traditionally emphasized the value and efficacy of repetition as a means to consolidate learning. It is also well known that some methods (e.g. the Audiolingual method) have relied more exclusively on this technique. Other methods (the Direct Method, the Communicative Approach) have given priority to language use or emphasized content. Thus, repetition practices have been left aside in the last decades, while ‘open’ and ‘free/non controlled activities’ have been encouraged instead. Teaching materials available have followed these trends. Research on knowledge acquisition processes may shed some light on the issue. Studies in the field of neurobiology, neurolinguistics and psycholinguistics have contributed relevant evidence to a more accurate understanding of the structure of the brain and the role of frequency and repetition to allow for incoming information into the short-term memory to pass to and consolidate in the long-term memory. This is a necessary step to reach proceduralization and automatization. As a conclusion, repetitive practice must be present in language teaching/learning. The true methodological issue regarding repetitive practice (as illustrated in the samples here analysed) should therefore be centred on the nature of repetitive activities and on how teachers and teaching materials should administer them.