Language Learning Cognitive Method

Author: Peter Skeh
Publisher:
Publish Date: 2000-10-01
Features: This book is a monograph that discusses second language learning and testing from a cognitive perspective. It systematically elaborates on the new methods of second language learning—the cognitive approach, reflecting the new achievements in second language acquisition research. Published in 1998, the author, Peter Skehan, is a professor at the English Language Education College in the Thames Valley, London. Professor H. W. Cook is the applied linguistics consultant for this series of books. The book focuses on the relationship between cognitive psychology and second language learning research, introduces knowledge related to psycholinguistics and cognitive processes concerning language acquisition, explores the commonalities of language acquisition and individual differences among learners, and applies relevant theories to task-based language teaching and language testing. The primary purpose of the author in writing this book is to correct certain one-sided views in second language learning and teaching. The author believes that due to historical reasons, research on second language learning has the following defects: first, it has not considered the influence of psycholinguistics; second, it has ignored individual differences among learners; third, there is a disconnect between teaching theory and practice. The author points out that the main reason for these defects lies in the fact that research conducted so far has excessively leaned toward linguistics and sociolinguistics, without effectively incorporating the research findings of contemporary cognitive psychology. The author elaborates on his views on second language learning from the perspective of cognitive processes, especially exploring two issues deeply of interest to academia and the education sector: first, research on second language learning focused on universal cognitive processes; second, individual differences among second language learners. Starting from the cognitive abilities and processes of learners, the author incorporates the new findings of contemporary psycholinguistic research. He considers both the common issues of teaching and the individual characteristics of learners, aiming to integrate theory and practice to enhance the effectiveness of language learning. This book broadens the perspective of research on second language learning. By adopting a new focus—psycholinguistics and cognitive processes—the author points out the ways to address many issues in second language teaching that cannot be resolved from the traditional linguistic and sociolinguistic perspectives. In recent years, there has been growing acceptance of second language learning research conducted from the perspective of cognitive processes. The publication of this monograph will help accelerate this research process and promote a deeper understanding of second language learning. This book will be helpful for foreign language teachers and researchers in China, as well as college students and graduate students majoring in foreign languages, to understand the new research achievements in foreign language teaching abroad and advance the progress of foreign language teaching and research in China.