A Cognitive Approach to Language Learning. Oxford Applied Linguistics.

Autor/in	Skehan, Peter
Titel	A Cognitive Approach to Language Learning. Oxford Applied Linguistics.
Quelle	(1998), (331 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-19-437217-0
Schlagwörter	Leitfaden; Unterricht; Lehrer; Age Differences; Classroom Techniques; Cognitive Processes; Cognitive Style; Comprehension; Educational Strategies; Gifted; Individual Differences; Language Aptitude; Language Processing; Language Tests; Learning Processes; Learning Strategies; Learning Theories; Memory; Models; Psycholinguistics; Second Language Learning; Second Languages; Testing; Vocabulary Development + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Age; Difference; Age difference; Altersunterschied; Klassenführung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Verstehen; Verständnis; Lehrstrategie; Begabter, Hoch Begabter; Individueller Unterschied; Sprachbegabung; Spracheignung; Sprachverarbeitung; Language test; Sprachtest; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Gedächtnis; Analogiemodell; Psycholinguistik; Zweitsprachenerwerb; Second language; Zweitsprache; Testdurchführung; Testen; Wortschatzarbeit
Abstract	An examination of second language learning focuses on how universal cognitive processes in language learning and individual differences account for differences in language learning patterns. An introductory section gives background information suggesting that psycholinguistic factors in language learning should receive more attention for two reasons: increasing evidence that there is a critical period for language learning, and the increasing importance of meaning over form as learners age. Subsequent chapters address these issues: comprehension and production strategies in language learning; the role of memory and lexical learning; psycholinguistic processes in language use and language learning; models of language learning; a rationale for task-based instruction; implementing task-based instruction; processing perspectives on testing; research into language aptitude; issues in aptitude theory (exceptional learners and modularity); learning style; and learners, learning, and pedagogy. Contents are indexed. (Contains 366 references.) (MSE)
Anmerkungen	Oxford University Press, Great Clarendon St., Oxford OX2 6DP, England, United Kingdom.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01