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ERIC Number: EJ1098009
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1750-1229
Insights from Skill Acquisition Theory for Grammar Activity Sequencing and Design in Foreign Language Teaching
Criado, Raquel
Innovation in Language Learning and Teaching, v10 n2 p121-132 2016
This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited amount of in-classroom and out-of-the classroom exposure to the target language). SAT is rooted on the distinction of declarative, procedural and automatised knowledge. These are developed in three stages (declarative, procedural and automatic) along a gradual long-term process--"DECPRO." Such a cognitive sequence stresses the causal role of declarative knowledge in the attainment of procedural knowledge, which is automatised afterwards and allows for fluent language processing and production. SAT as applied to FLT grammar favours the explicit teaching of declarative knowledge (grammar rules) prior to (semi)communicative language practice and it also influences two essential intertwined aspects in the praxis of language teaching: First, activity sequencing, which should comply with "DECPRO"; second, the nature of the activities suitable to foster the development of each one of such cognitive stages. Moreover, the pedagogical implementation of SAT allows for the revitalisation of the currently reviled grammatical/structural syllabuses. Likewise, it highlights the need for instruction to avoid hindrances to learning provoked by an undesirable mismatch between cognitive phases and the pedagogical action aimed at their activation and development.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A