Ghostbusting : On Consciousness, Psychotypology, and the Role of Explicit Instruction
Year: 2004
Type: article
Abstract: 1.Introduction Researchers and other figures in the field of second language acquisition have offered various models and proposed myriad theories to explain the process (es)by which learners acquire a second language. Typically, one of the major starting points in developing an understanding of second language acquisition(SLA)is the proposition that it is fundamentally different in some way(or ways)from first language acquisition. Perhaps the single most critical difference-as well as the most obvious one-identified by researchers and academicians throughout the years has been the fact that second language learners1 already possess knowledge of a first language. However, even having identified that difference, there is apparently room for reasonable minds to differ as to the implications of the difference for the process (es)of second language acquisition. In other words, if one were to ask a roomful of researchers the provocative question,“So what?,”one might well receive a number of earsful, each with a somewhat different spin or account.2 *Received May 20, 2004 *Language Center, Nagaoka University of Technology Ghostbusting: On Consciousness, Psychotypology, and the Role of Explicit Instruction:
Author: Brian Drier
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W402950734