A Cognitive Approach to Language Learning
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
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Learners learning and pedagogy
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accuracy achieve activities analysis analytic analytic capacity 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 foreign language Foster and Skehan framework function goals grammar greater important influence information-processing input interaction interlanguage development interlanguage system knowledge Language Acquisition Device language aptitude language development language learning ability language performance learners lexical linguistic long-term memory material metacognitive strategies MLAT nature negotiation of meaning operation output Output Hypothesis pedagogic phonemic coding ability planning planning condition post-task pre-task principles problems produce proposed psycholinguistic relationship relevant restructuring result role rule-based second language acquisition second language learning simply Skehan and Foster sociolinguistic stage strategies structure studies style suggests syllabus syntactic Tarone task-based approach task-based instruction teacher Universal Grammar VanPatten