Mental networks, procedural knowledge and foreign language teaching  

Oleh:

Multhaup, Uwe

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 6 no. 2&3 (1997), page 75-91.
Fulltext: 6.2.75-92.pdf (1.29MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LAW/6 Non-tandon: tidak ada Tandon: 1

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Isi artikel

In this paper I first wish to show what we are to understand by procedural knowledge, at a time when a growing number of researchers call for more process-oriented language courses to replace the old factual knowledge-oriented courses. I discuss why this term, which comes from the fields of cognitive psychology and information processing research, has gained such prominence in second-language acquisition and foreign-language-teaching research, and how it relates to implicit and explicit knowledge and to language awareness. I present a neurobiologically based model of the mental processes which are involved in the acquisition and use of language knowledge. It aims to provide a theoretical framework for understanding the bewildering variety of definitions of procedural knowledge which we find in the literature. I distinguish between a procedural knowledge which is implicit in the structures of declarative knowledge and a procedural knowledge which is needed for their generation. This entails a dialectical understanding and awareness of language as process and product which presuppose and modify each other in a hermeneutical circle of knowledge and experience. In this context I discuss how pedagogical tasks and instruction can enhance procedural knowledge and language awareness.

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