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Part of
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 2
Cognitive 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
  • Notes