A Cognitive Approach to Language LearningOUP Oxford, 1998 - 324 sider This book has two major themes: firstly, it discusses psycholinguistic and cognitive aspects of language learning, and secondly, it looks at the contrast between universalist accounts of language learning and accounts which focus on individual differences between learners. Interwoven throughout is a focus on practical applications of these themes in task-based learning and language testing. Winner MLA Kenneth W Mildenberger Prize |
Indhold
Comprehension and production strategies in language learning | 11 |
The role of memory and lexical learning | 29 |
Psycholinguistic processes in language use and language learning | 43 |
Models of language learning | 75 |
A rationale for taskbased instruction | 93 |
Implementing taskbased instruction | 121 |
Processing perspectives on testing | 153 |
Research into language aptitude | 185 |
Issues in aptitude theory exceptional learners and modularity | 207 |
Learning style | 237 |
Learners learning and pedagogy | 259 |
Conclusions | 283 |
| 295 | |
| 314 | |
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Almindelige termer og sætninger
accuracy achieve activities analysis analytic Applied Linguistics aptitude research aptitude tests areas argued aspects assessment attention Bialystok capacity Chapter cognitive psychology communication complexity components comprehension comprehension-based concerned context contrast correlations critical period dimensions discussion earlier effective emphasizes example exemplars factors fluency focus on form Foster and Skehan framework function goals grammar greater implications important individual differences influence information-processing input interaction interlanguage development interlanguage system knowledge Language Acquisition Device language development language learning ability language performance language teaching language testing learners lexical long-term memory material metacognitive strategies MLAT nature negotiation of meaning operation output pedagogic perspective phonemic coding ability planning post-task pre-task principles problems produce proposed psycholinguistic relationship relevant restructuring result role rule-based second language acquisition second language learning sociolinguistic stage strategies structure studies style suggests Swain syllabus syntactic Tarone task-based approach task-based instruction teacher Thames Valley University underlying Universal Grammar VanPatten Willis