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Montrul, Silvina – Studies in Second Language Acquisition, 2009
The fundamental difference hypothesis (FDH), as formulated by Bley-Vroman (1990), claims that SLA tends to be nonconvergent because domain-specific linguistic mechanisms available in early childhood cannot be used for language learning in adulthood: Instead, second language (L2) learners deploy domain-general problem solving skills. I claim that…
Descriptors: Second Language Learning, Children, Bilingualism, Linguistic Theory
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Boers, Frank; Eyckmans, June; Stengers, Helene – Language Teaching Research, 2007
Instead of being completely arbitrary, the meaning of many idioms is "motivated" by their original, literal usage. In an FLT context, this offers the possibility of presenting idioms in ways that promote insightful learning rather than "blind" memorization. Associating an idiom with its etymology has been shown to enhance retention. This effect…
Descriptors: Language Patterns, Etymology, Mnemonics, Figurative Language
Von Glasersfeld, Ernst – Scientific Reasoning Research Institute Newsletter, 1988
States that constructivism is a theory of knowledge which asserts that knowledge is not primarily received, but actively built, and that the function of cognition is adaptive and serves the organization of the experiential world. Gives a brief history and discusses impact of the constructivist approach. (RT)
Descriptors: Cognitive Development, Cognitive Psychology, Cognitive Structures, College Science
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Leow, Ronald P. – Language Learning, 1997
Examined the role of awareness in relation to R. W. Schmidt's noticing hypothesis in second language acquisition. The study analyzed the think-aloud protocols of adult learners of Spanish as a second language as they were completing a problem-solving task as well as their immediate performances on two post-exposure assessment tasks, a recognition…
Descriptors: Adult Education, Adult Students, Cognitive Development, Cognitive Processes