| cognitive theory of language acquisition: Constructing a Language Michael TOMASELLO, 2009-06-30 In this groundbreaking book, Tomasello presents a comprehensive usage-based theory of language acquisition. Drawing together a vast body of empirical research in cognitive science, linguistics, and developmental psychology, Tomasello demonstrates that we don't need a self-contained language instinct to explain how children learn language. Their linguistic ability is interwoven with other cognitive abilities. |
| cognitive theory of language acquisition: The Basic Theories of Language Acquisition Lena Linden, 2008 Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne (Englisches Seminar), course: HS First Language Acquisition, 12 entries in the bibliography, language: English, abstract: Most of the concepts and theories explaining how native languages are acquired go back to three different approaches put forward by Burrhus Federic Skinner, Noam Chomsky and Jean Piaget, either by using their ideas as a starting point or by rejecting them and formulating a new or altered Hypothesis. This paper will try to present those three basic theories, also taking into account the contexts out of which they emerged, as to fully understand linguistic, like any other scientific, views and theories, they have always to be evaluated with respect to the scientific and cultural background they appeared in. First it will try to show how Skinners concept of 'verbal behavior' with respect to language acquisition emerged in the development of behaviouristic theories. This will be followed by Chomsky's criticism of Skinner's ideas, leading to his own theory of language and language acquisition, which will be presented. Jean Piaget offers a cognitive approach to the question. His view will be described before comparing nativist and cognitivist ideas, concerning the points whether or not innate structures exist and in how far linguistic and cognitive development are interrelated, taking the opposed views of Piaget and Chomsky, the forerunners of many other important linguists, as an example. |
| cognitive theory of language acquisition: Verbal Behavior B. F. Skinner, 2014-05-26 In 1934, at the age of 30, B. F. Skinner found himself at a dinner sitting next to Professor Alfred North Whitehead. Never one to lose an opportunity to promote behaviorism, Skinner expounded its main tenets to the distinguished philosopher. Whitehead acknowledged that science might account for most of human behavior but he would not include verbal behavior. He ended the discussion with a challenge: Let me see you, he said, account for my behavior as I sit here saying, 'No black scorpion is falling upon this table.' The next morning Skinner began this book. It took him over twenty years to complete. This book extends the laboratory-based principles of selection by consequences to account for what people say, write, gesture, and think. Skinner argues that verbal behavior requires a separate analysis because it does not operate on the environment directly, but rather through the behavior of other people in a verbal community. He illustrates his thesis with examples from literature, the arts, and sciences, as well as from his own verbal behavior and that of his colleagues and children. Perhaps it is because this theoretical work provides a way to approach that most human of human behavior that Skinner ofter called Verbal Behavior his most important work. |
| cognitive theory of language acquisition: Learning Strategies in Second Language Acquisition J. Michael O'Malley, Anna Uhl Chamot, 1990-02-23 A review of the literature on learning strategies, describing and classifying learning strategies in second language learning. |
| cognitive theory of language acquisition: Cognition and Language Learning Sadia Belkhir, 2020-02-05 This collection highlights the interplay between cognition and language learning, and tackles such issues as cognition and skills development, language processing, vocabulary memorisation, metaphor identification, vocabulary attrition, motivation, and the perception of phonemes, among others. The contributions here represent current forward-looking research in the field of cognitive linguistics and education. To date, there has been a sharp need for innovative research that examines the interrelationship between cognition and the process of language learning. This volume responds to this requirement, bringing together researchers interested in this research area to discuss their contributions, and to open debates about the role played by cognition in language learning. The book will appeal to master’s and doctoral students, teachers, educational practitioners, and researchers interested in research into the interaction between cognition and language learning. |
| cognitive theory of language acquisition: Theory and Language Acquisition Martin Pütz, Susanne Niemeier, 2012-05-18 As a usage-based language theory, cognitive linguistics is predestined to have an impact on applied research in such areas as language in society, ideology, language acquisition, language pedagogy. The present volumes are a first systematic attempt to carve out pathways from the links between language and cognition to the fields of language acquisition and language pedagogy and to deal with them in one coherent framework: applied cognitive linguistics. |
| cognitive theory of language acquisition: Cognitive Linguistics and Sociocultural Theory Kyoko Masuda, Carlee Arnett, Angela Labarca, 2015-10-16 By integrating cognitive linguistics and sociocultural theories, this groundbreaking book presents empirical studies on selected grammatical and semantic aspects that are challenging for second/foreign language learners. Through in-depth studies exploring eight different languages, this book offers insights generated through the synergy between cognitive linguistics and sociocultural theories that can be readily incorporated into teaching. |
| cognitive theory of language acquisition: Cognitive Individual Differences in Second Language Acquisition Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng, 2023-04-03 This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development. |
| cognitive theory of language acquisition: Cognitive Development and Acquisition of Language Timothy E. Moore, 2014-06-28 Cognitive Development and Acquisition of Language |
| cognitive theory of language acquisition: Language Acquisition and Conceptual Development Melissa Bowerman, Stephen C. Levinson, 2001-01-11 Leading scholars examine the relationship between child language acquisition and cognitive development. |
| cognitive theory of language acquisition: Second Language Learning Theories Rosamond Mitchell, Florence Myles, Emma Marsden, 2013-08-21 Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever. |
| cognitive theory of language acquisition: Cognitive Processing in Second Language Acquisition Martin Pütz, Laura Sicola, 2010 This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications. |
| cognitive theory of language acquisition: Cognitive Individual Differences in Second Language Processing and Acquisition Gisela Granena, Daniel O. Jackson, Yucel Yilmaz, 2016-12-23 Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education. |
| cognitive theory of language acquisition: Current Perspectives on Child Language Acquisition Caroline F. Rowland, Anna L. Theakston, Ben Ambridge, Katherine E. Twomey, 2020-09-15 In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated. |
| cognitive theory of language acquisition: Language in Cognitive Development Katherine Nelson, 1998-03-13 This book discusses the role of language as a cognitive and communicative tool in a child's early development. |
| cognitive theory of language acquisition: Vocabulary Learning Strategies and Foreign Language Acquisition Višnja Pavičić Takač, 2008 The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It defines language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of research on vocabulary learning strategies and describes three original empirical studies. Thus, the book attempts at integrating the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research. |
| cognitive theory of language acquisition: Access to Language and Cognitive Development Michael Siegal, Luca Surian, 2012 To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? What are the affects on development of impaired access to language? This book considers how possessing an enhanced or impaired access to language influences a child's development. |
| cognitive theory of language acquisition: Theoretical Issues in Language Acquisition Juergen Weissenborn, Helen Goodluck, Thomas Roeper, 2013-02-01 In recent linguistic theory, there has been an explosion of detailed studies of language variation. This volume applies such recent analyses to the study of child language, developing new approaches to change and variation in child grammars and revealing both early knowledge in several areas of grammar and a period of extended development in others. Topics dealt with include question formation, subjectless sentences, object gaps, rules for missing subject interpretation, passive sentences, rules for pronoun interpretation and argument structure. Leading developmental linguists and psycholinguists show how linguistic theory can help define and inform a theory of the dynamics of language development and its biological basis, meeting the growing need for such studies in programs in linguistics, psychology, and cognitive science. |
| cognitive theory of language acquisition: Practice in a Second Language Robert DeKeyser, 2007-03-12 This volume focuses on 'practice' from a theoretical perspective and includes implications for the classroom. |
| cognitive theory of language acquisition: Toward a Cognitive Approach to Second-language Acquisition Robert C. Lugton, Charles H. Heinle, 1971 |
| cognitive theory of language acquisition: Handbook of Cognitive Linguistics and Second Language Acquisition Peter Robinson, Nick C. Ellis, 2008-03-29 This cutting-edge volume describes the implications of Cognitive Linguistics for the study of second language acquisition (SLA). The first two sections identify theoretical and empirical strands of Cognitive Linguistics, presenting them as a coherent whole. The third section discusses the relevance of Cognitive Linguistics to SLA and defines a research agenda linking these fields with implications for language instruction. Its comprehensive range and tutorial-style chapters make this handbook a valuable resource for students and researchers alike. |
| cognitive theory of language acquisition: A Cognitive Approach to Language Learning Peter Skehan, 1998 This book is intended for teachers and students of applied linguistics. |
| cognitive theory of language acquisition: Cognitive Linguistics and Second Language Learning Andrea Tyler, 2012-04-27 This book illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language research and teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward second language teachers and researchers. The second part of the book provides experimental evidence of the usefulness of applying cognitive linguistics to the teaching of English. Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. Three chapters report original experiments which focus on teaching modals, prepositions and syntactic constructions, elements of English that learners tend to find challenging. A chapter on “future directions” reports on an innovative analysis of English conditionals. Pedagogical aids such as diagrams and sample exercises round out this pioneering and innovative text. |
| cognitive theory of language acquisition: Language Acquisition. Nativism vs. Contructivism Kerstin Köck, 2015-08-27 Examination Thesis from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Stuttgart (Institut für Linguistik – Abteilung Anglistik), language: English, abstract: Language is an endless source of amazement. Language acquisition, namely the process by which humans acquire the capacity to perceive, produce and use language, is a crucial matter to face for any theory of language. A strong approach about the acquisition of language should be able to provide an answer as to how children break into language and how language knowledge emerges and develops. The aim of this thesis is to introduce and discuss the most impacting approaches to language acquisition up to date and evaluate them against empirical data. On the one hand, some scholars, among them the developmental psychologists Jean Piaget and Michael Tomasello have been arguing that the acquisition of language is implemented via domain-neutral cognitive mechanisms and unspecific, general learning processes: such approaches reject both the idea of a language-specific ability and the hypothesis of any innate component in language acquisition. I will first discuss Jean Piaget’s ideas and afterwards Michael Tomasello’s recent elaboration of Piaget’s constructivism. |
| cognitive theory of language acquisition: Handbook of Cognitive Linguistics and Second Language Acquisition Peter Robinson, Nick C. Ellis, 2008 The Handbook of Cognitive Linguistics and Second Language Acquisitionunifies the various theoretical and empirical strands within the burgeoning research field of cognitive linguistics. Additionally, it introduces and applies these basic concepts to the field of second language acquisition. The editorial team of Peter Robinson and Nick Ellis, both pioneers in cognitive linguistics, has assembled an astonishing group of well-known researchers to participate in this volume. As a handbook, it will be useful to researchers. The tutorial style of the chapters will make it useful to students in a variety of language-intensive disciplines, especially in second language acquisition. |
| cognitive theory of language acquisition: The Routledge Handbook of Cognitive Linguistics Wen Xu, John R. Taylor, 2021-06-04 The Routledge Handbook of Cognitive Linguistics provides a comprehensive introduction and essential reference work to cognitive linguistics. It encompasses a wide range of perspectives and approaches, covering all the key areas of cognitive linguistics and drawing on interdisciplinary and multidisciplinary research in pragmatics, discourse analysis, biolinguistics, ecolinguistics, evolutionary linguistics, neuroscience, language pedagogy, and translation studies. The forty-three chapters, written by international specialists in the field, cover four major areas: • Basic theories and hypotheses, including cognitive semantics, cognitive grammar, construction grammar, frame semantics, natural semantic metalanguage, and word grammar; • Central topics, including embodiment, image schemas, categorization, metaphor and metonymy, construal, iconicity, motivation, constructionalization, intersubjectivity, grounding, multimodality, cognitive pragmatics, cognitive poetics, humor, and linguistic synaesthesia, among others; • Interfaces between cognitive linguistics and other areas of linguistic study, including cultural linguistics, linguistic typology, figurative language, signed languages, gesture, language acquisition and pedagogy, translation studies, and digital lexicography; • New directions in cognitive linguistics, demonstrating the relevance of the approach to social, diachronic, neuroscientific, biological, ecological, multimodal, and quantitative studies. The Routledge Handbook of Cognitive Linguistics is an indispensable resource for undergraduate and postgraduate students, and for all researchers working in this area. |
| cognitive theory of language acquisition: Cognitive Bases of Second Language Fluency Norman Segalowitz, 2010-08-09 Winner of the 2011 Kenneth W. Mildenberger Prize Exploring fluency from multiple vantage points that together constitute a cognitive science perspective, this book examines research in second language acquisition and bilingualism that points to promising avenues for understanding and promoting second language fluency. Cognitive Bases of Second Language Fluency covers essential topics such as units of analysis for measuring fluency, the relation of second language fluency to general cognitive fluidity, social and motivational contributors to fluency, and neural correlates of fluency. The author provides clear and accessible summaries of foundational empirical work on speech production, automaticity, lexical access, and other issues of relevance to second language acquisition theory. Cognitive Bases of Second Language Fluency is a valuable reference for scholars in SLA, cognitive psychology, and language teaching, and it can also serve as an ideal textbook for advanced courses in these fields. |
| cognitive theory of language acquisition: A Dictionary of Language Acquisition:A Comprehensive Overview of Key Terms in First and Second Language Acquisition Hossein Tavakoli, 2013-01-01 A Dictionary of Research Methodology and Statistics in Applied Linguistics is a comprehensive and authoritative reference guide that offers a detailed overview of important terms and concepts in the fields of research and statistics within the domain of applied linguistics. This volume focuses specifically on research in applied linguistics, aiming to clarify the meaning and application of various concepts, approaches, methods, designs, techniques, tools, types, and processes of research in a clear and efficient manner. It also includes entries that address statistical aspects, providing assistance to researchers in formulating, analyzing, and executing their research designs effectively, ensuring a logical progression from start to finish. With approximately 2000 entries covering essential research concepts and issues, this book incorporates cross-references where necessary to enhance understanding and facilitate navigation. It caters to a wide audience, including undergraduate and graduate students, teachers, lecturers, practitioners, researchers, consultants, and individuals seeking information in the field of applied linguistics and related disciplines. |
| cognitive theory of language acquisition: An Introduction To Second Language Acquisition Hery Yufrizal, 2023-02-14 Second Language Acquisition as a branch of study has developed rapidly since the last four or five decades and produced thousands of books, articles, and studies all over the world. Many scientific journals are published based on this branch of science, such as Studies in Second Language Acquisition, Applied Linguistics, TESOL Quarterly, RELC Journals, TEFLIN, and many others. Despite the rapid development of Second Language Acquisition as a branch of knowledge, students in Indonesia still need books that are available and reachable by the students’ capacity and capability |
| cognitive theory of language acquisition: Handbook of Cognitive Linguistics and Second Language Acquisition Peter Robinson, Nick C. Ellis, 2008-03-29 This cutting-edge volume describes the implications of Cognitive Linguistics for the study of second language acquisition (SLA). The first two sections identify theoretical and empirical strands of Cognitive Linguistics, presenting them as a coherent whole. The third section discusses the relevance of Cognitive Linguistics to SLA and defines a research agenda linking these fields with implications for language instruction. Its comprehensive range and tutorial-style chapters make this handbook a valuable resource for students and researchers alike. |
| cognitive theory of language acquisition: Task-Based Language Teaching Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani, Craig Lambert, 2020 A comprehensive account of the research and practice of task-based language teaching. |
| cognitive theory of language acquisition: Child Language Acquisition Ben Ambridge, Elena V. M. Lieven, 2011-03-17 Is children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in language acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike. |
| cognitive theory of language acquisition: Language Development in the Digital Age Mila Vulchanova, Giosuè Baggio, Angelo Cangelosi, Linda Smith, 2017-10-18 The digital age is changing our children’s lives and childhood dramatically. New technologies transform the way people interact with each other, the way stories are shared and distributed, and the way reality is presented and perceived. Parents experience that toddlers can handle tablets and apps with a level of sophistication the children’s grandparents can only envy. The question of how the ecology of the child affects the acquisition of competencies and skills has been approached from different angles in different disciplines. In linguistics, psychology and neuroscience, the central question addressed concerns the specific role of exposure to language. Two influential types of theory have been proposed. On one view the capacity to learn language is hard-wired in the human brain: linguistic input is merely a trigger for language to develop. On an alternative view, language acquisition depends on the linguistic environment of the child, and specifically on language input provided through child-adult communication and interaction. The latter view further specifies that factors in situated interaction are crucial for language learning to take place. In the fields of information technology, artificial intelligence and robotics a current theme is to create robots that develop, as children do, and to establish how embodiment and interaction support language learning in these machines. In the field of human-machine interaction, research is investigating whether using a physical robot, rather than a virtual agent or a computer-based video, has a positive effect on language development. The Research Topic will address the following issues: - What are the methodological challenges faced by research on language acquisition in the digital age? - How should traditional theories and models of language acquisition be revised to account for the multimodal and multichannel nature of language learning in the digital age? - How should existing and future technologies be developed and transformed so as to be most beneficial for child language learning and cognition? - Can new technologies be tailored to support child growth, and most importantly, can they be designed in order to enhance specifically vulnerable children’s language learning environment and opportunities? - What kind of learning mechanisms are involved? - How can artificial intelligence and robotics technologies, as robot tutors, support language development? These questions and issues can only be addressed by means of an interdisciplinary approach that aims at developing new methods of data collection and analysis in cross-sectional and longitudinal perspectives. We welcome contributions addressing these questions from an interdisciplinary perspective both theoretically and empirically. |
| cognitive theory of language acquisition: Introduction to Language Development, Third Edition Sandra Levey, 2022-09-15 Introduction to Language Development, Third Edition offers a highly accessible overview to the complexities of language development. The textbook is designed for use in language acquisition courses in undergraduate and graduate speech-language pathology programs to facilitate both teaching and learning. Complex terminology and theories are explained through definitions and examples to ensure that students are able to easily grasp the content. Within the third edition of this text, students are presented with language factors—syntax, semantics, phonology, morphology, and pragmatics—as well as the cognitive abilities that underlie language development. Multilingual and multicultural differences are explored throughout. Key Features: * Case studies allow instructors to involve students more fully in classroom discussion, along with developing their critical thinking and problem-solving skills * Chapter learning objectives allow students to understand the scope and goals of the chapter * Study questions allow instructors to engage students in discussions of the material and ensure students grasp and retain the information * Tables and figures provide examples and evidence that elaborate and clarify the information presented * A comprehensive glossary helps students locate the definitions of key terms New to the Third Edition: * Expanded focus on diversity and the role that culture plays in language learning * Updated to reflect the increased impact of technology in literacy and learning * Improved readability through the introduction of terminology, concepts, and practical strategies that will be encountered in chapters that follow * The inclusion of new terminology that reflects patient-centric language and updated terms that respect diversity of individuals served by speech-language pathologists and audiologists Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book. |
| cognitive theory of language acquisition: The Academic Achievement Challenge Jeanne Sternlicht Chall, 2002-03-01 Looks at a variety of education reforms and innovations over the past one hundred years to find the best approach to teaching. |
| cognitive theory of language acquisition: Developmental Disorders of Speech and Language Dr. Spineanu Eugenia, 2024-09-20 Discover comprehensive insights into developmental disorders of speech and language, unraveling the complexities impacting individuals' communication abilities. Our detailed exploration navigates the intricate terrain of these disorders, shedding light on their origins, symptoms, and holistic treatment approaches. From uncovering the neurobiological underpinnings to understanding genetic influences and developmental milestones, delve into a rich tapestry of knowledge shaping our comprehension of these challenges. Explore the anatomy and neural pathways crucial in speech production, unraveling the mechanics behind vocalization and language processing areas. Discover how genetic and environmental factors intertwine, influencing speech and language development from prenatal stages through childhood milestones. Delve into the nuances of specific language impairments, expressive and receptive language disorders, and motor planning complexities impacting speech. |
| cognitive theory of language acquisition: Investigating Second Language Acquisition Peter Jordens, Josine Lalleman, 2010-12-14 The book concerns theoretical, interdisciplinary and methodological issues in L2 acquisition research. It gives an accurate and up-to-date overview of high quality work currently in progress in research methodology, processing, principles and parameters theory, phonology, the bilingual lexicon, input and instruction. The volume will have the purpose of a handbook for teachers, students and researchers in the area of second language acquisition. The aim is to provide the reader with an acquisition perspective on processes of second and foreign language learning. |
| cognitive theory of language acquisition: Issues in Applying SLA Theories toward Reflective and Effective Teaching , 2018-08-30 A reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment. Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe. |
| cognitive theory of language acquisition: The Study of Second Language Acquisition Rod Ellis, 1994 An up to date comprehensive introduction to second language acqusition research. Contains a general framework for the study of second language acquisition, provides a general description of learner language, accounts for the role of the linguistic environment, examines the learner's internal mechanisms, explores individual differences in language learning and reviews the expanding research on classroom second language acquisition. |
| cognitive theory of language acquisition: Second Language Learning Theories Florence Myles, Rosamund Mitchell, 2014-02-04 An introduction to the field of second language learning for students without a substantial background in linguistics, this book provides an up-to-date introductory survey of the most active and significant theoretical perspectives on the subject. |
Language Acquisition Theory - Simply Psychology
Sep 7, 2023 · Chomsky’s theory of language acquisition, known as Universal Grammar, posits that language is an innate capacity of humans. According to Chomsky, children are born with a …
Cognitive Theories of Language Acquisition - Academia.edu
While there is no agreed-upon, unified theory of language acquisition, this paper explores one approach: ‘Cognitive Theory’. We contrast this theory with other historical and modern theories …
Cognitive Theory of Language Acquisition: Unraveling …
Jan 14, 2025 · At its core, the cognitive theory of language acquisition posits that language learning is an active, mental process. It’s not just about mimicking sounds or memorizing …
Cognitive and Behavioral Approaches to Language Acquisition: …
This paper aims to review mainstream cognitive research on language acquisition to support these behavioral predictions – and thus directly support a behavior analytic perspective itself.
In Theory: A Brief Overview of Language Development Theories
cognitive theory of language development emphasizes the interrelationship between language learning and cognition. Piaget established that language plays a huge role in cognitive …
The Cognitive Approach - Methods of Language Teaching
Chomsky and other linguists developed a theory of language known as transformational-generative grammar. Chomsky (1965) theorized that the human brain is programmed with a …
A review of theoretical perspectives on language learning and ...
Jan 1, 2018 · This paper reviews three main theoretical perspectives on language learning and acquisition in an attempt to elucidate how people acquire their first language (L1) and learn …
Theories of Language Acquisition - Biological Linguistic Cognitive ...
Cognitive Theory for Language Acquisition Cognitive Theory proposes that language learning is a cognitive process intertwined with other aspects of cognitive development. Jean Piaget, a …
Cognitive and Behavioral Approaches to Language …
The current paper offers a fairly extensive review of this literature, arguing that new cognitive theories and empirical data are perfectly consistent with core predictions a behavior analytic …
12.4: Cognitive Theory - Social Sci LibreTexts
Nov 26, 2024 · Cognitive Theory and Language Acquisition . Cognitivists believe that language emerges within the context of other general cognitive abilities like memory, attention and …
Language Acquisition Theory - Simply Psychology
Sep 7, 2023 · Chomsky’s theory of language acquisition, known as Universal Grammar, posits that language is an innate capacity of humans. According to Chomsky, children are born with a …
Cognitive Theories of Language Acquisition - Academia.edu
While there is no agreed-upon, unified theory of language acquisition, this paper explores one approach: ‘Cognitive Theory’. We contrast this theory with other historical and modern theories …
Cognitive Theory of Language Acquisition: Unraveling …
Jan 14, 2025 · At its core, the cognitive theory of language acquisition posits that language learning is an active, mental process. It’s not just about mimicking sounds or memorizing …
Cognitive and Behavioral Approaches to Language Acquisition: …
This paper aims to review mainstream cognitive research on language acquisition to support these behavioral predictions – and thus directly support a behavior analytic perspective itself.
In Theory: A Brief Overview of Language Development …
cognitive theory of language development emphasizes the interrelationship between language learning and cognition. Piaget established that language plays a huge role in cognitive …
The Cognitive Approach - Methods of Language Teaching
Chomsky and other linguists developed a theory of language known as transformational-generative grammar. Chomsky (1965) theorized that the human brain is programmed with a …
A review of theoretical perspectives on language learning and ...
Jan 1, 2018 · This paper reviews three main theoretical perspectives on language learning and acquisition in an attempt to elucidate how people acquire their first language (L1) and learn …
Theories of Language Acquisition - Biological Linguistic Cognitive ...
Cognitive Theory for Language Acquisition Cognitive Theory proposes that language learning is a cognitive process intertwined with other aspects of cognitive development. Jean Piaget, a …
Cognitive and Behavioral Approaches to Language …
The current paper offers a fairly extensive review of this literature, arguing that new cognitive theories and empirical data are perfectly consistent with core predictions a behavior analytic …
12.4: Cognitive Theory - Social Sci LibreTexts
Nov 26, 2024 · Cognitive Theory and Language Acquisition . Cognitivists believe that language emerges within the context of other general cognitive abilities like memory, attention and …
