Knowing, using and learning a language are forms of what is often called cognition. Ideally, theories of
cognition account for its representation, processing, and acquisition. Linguists in the generative school
and connectionists give radically different accounts of these three dimensions of cognition, and therefore hold different views on the acquisition of speaking, listening, reading, and writing skills in a second language. Recent developments in cognitive science also result in new definitions of implicit and explicit learning, different from Krashen’s notions of acquisition and learning that have influenced L2 pedagogy for more than 20 years. The chapter focuses on fluency, emphasizing the importance for L2 learners to automatize their word recognition skills in listening and reading and their word retrieval skills in speaking and writing. With regard to explicit grammar instruction, it is argued that although explicit knowledge cannot be transformed into implicit knowledge neurophysiologically, explicit grammar instruction may indirectly be beneficial to the establishment of implicit knowledge. |