Introduction: Cognitive approaches to L2 learning and teaching

Introduction: Cognitive approaches to L2 learning and teaching GCLA 2016; 4: 3 – 8Juliana Goschler and Susanne NiemeierIntroduction: Cognitive approaches toL2 learning and teachingDOI 10.1515/gcla-2016-0003L2 learning and teaching are activities that clearly involve linguistic capacities,and thus it seems natural to assume that models and methods developed in­linguistics can contribute to solving questions which are central to language­pedagogy – crucially, the question how L2 learning and teaching can be improved.However, the relationship between language pedagogy and linguistics hastraditionally been an uneasy one. This is due, in part, to the dominance of generative approaches to language and language acquisition in academic linguistics. If one assumes – as generativists usually do – that linguistic knowledge isseparate from other cognitive and social abilities and resources, it is difficult toapply knowledge about learning processes in general to language learning andteaching. If one further denies – as is, again, common in generative linguistics –that linguistic knowledge is shaped by general cognitive processes and social interaction, attempts to apply linguistic models to L2 learning and teaching becomeessentially pointless.Put simply, generative models view language as a system of very generalrules that are not accessible to conscious deliberation and that, therefore, cannotbe taught straightforwardly; the many linguistic phenomena that do not followsuch general rules are then treated as http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Yearbook of the German Cognitive Linguistics Association (to be published December 2013) de Gruyter

Loading next page...
 
/lp/degruyter/introduction-cognitive-approaches-to-l2-learning-and-teaching-c4X0ptM5S0
Publisher
De Gruyter
Copyright
© 2016 by Walter de Gruyter Berlin/Boston
eISSN
2197-2796
D.O.I.
10.1515/gcla-2016-0003
Publisher site
See Article on Publisher Site

Abstract

GCLA 2016; 4: 3 – 8Juliana Goschler and Susanne NiemeierIntroduction: Cognitive approaches toL2 learning and teachingDOI 10.1515/gcla-2016-0003L2 learning and teaching are activities that clearly involve linguistic capacities,and thus it seems natural to assume that models and methods developed in­linguistics can contribute to solving questions which are central to language­pedagogy – crucially, the question how L2 learning and teaching can be improved.However, the relationship between language pedagogy and linguistics hastraditionally been an uneasy one. This is due, in part, to the dominance of generative approaches to language and language acquisition in academic linguistics. If one assumes – as generativists usually do – that linguistic knowledge isseparate from other cognitive and social abilities and resources, it is difficult toapply knowledge about learning processes in general to language learning andteaching. If one further denies – as is, again, common in generative linguistics –that linguistic knowledge is shaped by general cognitive processes and social interaction, attempts to apply linguistic models to L2 learning and teaching becomeessentially pointless.Put simply, generative models view language as a system of very generalrules that are not accessible to conscious deliberation and that, therefore, cannotbe taught straightforwardly; the many linguistic phenomena that do not followsuch general rules are then treated as

Journal

Yearbook of the German Cognitive Linguistics Association (to be published December 2013)de Gruyter

Published: Nov 1, 2016

There are no references for this article.

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off