Chapter published in:
How to Teach an Additional Language: To task or not to task?Kris Van den Branden
[Task-Based Language Teaching 15] 2022
► pp. 25–68
Chapter 2Cognitive aspects of
additional language acquisition
Article outline
- Introduction
- Language learning is an active process
- The impact of frequency
- The primacy of implicit knowledge
- Rich, elaborate, meaningful input
- The crucial role of output and feedback
- The power of feedback
- Error correction: Explicit or implicit feedback?
- Interaction and the art of language-building conversations
- The effects of cooperative learning
- Learning by observing interactions
- The impact of explicit language instruction
- The limits to transfer
- The explicit teaching of cognitive and metacognitive strategies
- Effects of strategy instruction
- How can self-regulation be enhanced?
- Task performance and the use of multiple resources
- The age factor
- Conclusion
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Notes