Skill-based theories of second-language acquisition
Skill-based theories of second language acquisition are theories of second language acquisition based on models of skill acquisition in cognitive psychology. These theories conceive of second language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model.[1]
Adaptive control of thought
The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts,[2] and procedural knowledge, knowledge of how an activity is done.[3][4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge.[4] Adaptive control of thought is a general model of cognition, and second language acquisition is just one application of a wide area of research in cognitive psychology.[5] Second language acquisition is seen as a progression through three stages, declarative, procedural, and autonomous.ref name="VanPatten2010ACT" />
Notes
- ^ VanPatten & Benati 2010, pp. 149–150, "Skill/s".
- ^ Richards & Schmidt 2009, "Declarative knowledge".
- ^ Richards & Schmidt 2009, "Procedural knowledge".
- ^ a b Richards & Schmidt 2009, "Adaptive control of thought".
- ^ VanPatten & Benati 2010, pp. 149–150, "Adaptive Control of Thought model".
References
- Richards, Jack C.; Schmidt, Richard, eds. (2009). Longman Dictionary of Language Teaching and Applied Linguistics. New York: Longman. ISBN 978–1–4082–0460–3.
{{cite book}}: Check|isbn=value: invalid character (help); Invalid|ref=harv(help) - VanPatten, Bill; Benati, Alessandro G. (2010). Key Terms in Second Language Acquisition. London: Continuum. ISBN 978–0–8264–9914–1.
{{cite book}}: Check|isbn=value: invalid character (help); Invalid|ref=harv(help)