Skill acquisition theory conceptualizes second language (L2) learning in three stages (declarative, procedural, and automatic), yet competing theoretical models with fewer stages also exist, and the number of stages has never actually been tested. We tested the validity of the three-stage model by investigating the number and nature of learning stages in L2 skill acquisition. Seventy-three participants deliberately learned grammar and vocabulary of a miniature language through explicit-deductive instruction. They systematically practiced comprehending the language until their accuracy and speed of performance did not improve anymore. Participants received a battery of tests assessing individual differences in their declarative and procedural learning abilities. We first applied hidden Markov modeling to participants’ reaction time data (obtained from the language practice) to compare rival hypotheses on the number of stages in L2 skill acquisition. We then examined which cognitive variables predicted participants’ performances (accuracy and speed) in each stage. Our results indicated that participants indeed acquired L2 skills in three stages and that their performance correlated initially with declarative learning ability, but there was a tendency for procedural learning ability to take over in the later stages. Our findings provide the first formal evidence for the influential three-stage model of L2 skill acquisition.

中文翻译：

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测试第二语言技能习得的三阶段模型


技能习得理论将第二语言 （L2） 学习概念化为三个阶段（陈述式、程序式和自动式），但也存在阶段较少的竞争性理论模型，并且阶段的数量从未真正经过测试。我们通过调查 L2 技能习得中学习阶段的数量和性质来测试三阶段模型的有效性。73 名参与者通过外显演绎教学刻意学习了微型语言的语法和词汇。他们系统地练习理解语言，直到他们的准确性和表现速度不再提高。参与者接受了一系列测试，以评估他们在陈述和程序学习能力方面的个体差异。我们首先将隐马尔可夫模型应用于参与者的反应时间数据（从语言练习中获得），以比较对 L2 技能习得阶段数的竞争假设。然后，我们检查了哪些认知变量可以预测参与者在每个阶段的表现（准确性和速度）。我们的结果表明，参与者确实分三个阶段获得了 L2 技能，他们的表现最初与陈述式学习能力相关，但在后期有程序性学习能力接管的趋势。我们的研究结果为有影响力的 L2 技能习得三阶段模型提供了第一个正式证据。