언어학습과 문법지도에 대한 인지적 접근법

A Cognitive Approach to Language Learning and Grammar Teaching

This paper presented a cognitive approach to language learning and grammar instruction. This cognitive model of language processing illustrates how a grammar lesson given in the target language and containing both formal instruction and communicative activities can be expected to promote language acquisition through development of both implicit and explicit knowledge. Even though the nature of the relationship between these two forms of knowledge is still undetermined, the critical process in language acquisition is the modification of the learner's existing knowledge system on the basis of comparisons between it and newly processed input. An important pedagogical implication of the model is that practice can help the process by allowing the proceduralization of explicit knowledge, and communicative activities including the grammar form will facilitate the development of implicit knowledge. Focusing students' attention on linguistic form during communicative interactions is more effective than focusing forms in isolation. A balance between grammar and communication is suggested for better instruction.