CiNii 図書 - Language teaching and skill learning

This volume argues that second language acquisition has much in common with other forms of skill learning; and that there is much to be learned about the business of language teaching by considering the views and practices of teachers in other domains. For many applied linguists, language is unique among man's skills, incomparable in its acquisition and use to other forms of behaviour. Their study of second language learning and teaching may thus draw on knowledge about first language acquisition, but not on what is known about the learning of non-linguistic skills. This book argues against such an approach. It begins by considering arguments for and against the uniqueness of language. It reviews the recent SLA literature, looking both at general learning theories (which account for language alongside other skills) and opposing theories (mostly based on the study of universal grammar). The book then turns to language teaching and, in a programmatic way, considers what insights may be gained by viewing language within a general skill framework. Particular attention is given to how the teacher may help students to make consciously learned language automatic.

Language and cognition
language as skill
second language learning and universal grammar
a model for SL learning and acquisition
declarative knowledge - developing and maintaining it
the processing dimension - errors and mistakes
making automatic - "RA - 1"
towards a skill framework for language teaching
communicative language teaching and information processing.

巻冊次: : pbk ISBN 9780631168775

内容説明

This book argues controversially that second-language acquisition has much in common with other forms of skill learning, and that there is much to be learned about the business of language teaching by considering the views and practices of teachers in other domains. For many Applied Linguists, language is unique among human skills, incomparable in its acquisition and use to other forms of behaviour. Their study of second-language learning and teaching may thus draw on knowledge about first-language acquisition, but not on what is known about the learning of non-linguistic skills. This book argues against such an approach. It begins by considering arguments for and against the uniqueness of language. It reviews the recent literature in second-language acquisition, looking both at general learning theories (which account for language alongside other skills) and opposing theories (mostly based on the study of Universal Grammar). The book then turns to language teaching, and in a programmatic way considers what insights may be gained by viewing language within a general skills framework. Particular attention is given to how the teacher may help students to make consciously learned language automatic.

List of Figures. Acknowledgements. Introduction. Language and Cognition. Language as Skill. Second-language Learning and Universal Grammar. A Model for Second-language Learning and Acquisition. Declarative Knowledge: Developing and Maintaining It. The Processing Dimension: Errors and Mistakes. Making Automatic: 'ra-1'. Towards a Skill Framework for Language Teaching. Communicative Language Teaching and Information Processing. Bibliography. Index.

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Language teaching and skill learning

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