Hostname: page-component-7dd5485656-bt4hw Total loading time: 0 Render date: 2025-10-31T23:18:42.581Z Has data issue: false hasContentIssue false
  • English
  • Français

Some Applications of Cognitive Theory to Second Language Acquisition

Published online by Cambridge University Press:  07 November 2008

J. Michael O'Malley ,
Anna Uhl Chamot  and
Carol Walker
J. Michael O'Malley
Affiliation:
Georgetown University
Anna Uhl Chamot
Affiliation:
InterAmerica Research Associates
Carol Walker
Affiliation:
Catholic University of America
Get access Rights & Permissions [Opens in a new window]

Extract

This paper describes recent theoretical developments in cognitive psychology that can be applied to second language acquisition and uses the theory to analyze phenomena discussed regularly in the second language literature. Some limitations of linguistic theories in addressing the role of mental processes in second language acquisition are identified, and current cognitive learning theory in general is outlined. The paper then examines the theoretical model developed by John Anderson (1983, 1985) as it applies to memory representation, learning, and language skill acquisition. The remainder of the paper describes possible applications of this model to issues in second language acquisition and suggests that the theory is useful both in explaining second language acquisition processes and in identifying areas in which research is needed.

Information

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 9 , Issue 3 , October 1987 , pp. 287 - 306
Copyright
Copyright © Cambridge University Press 1987

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco, CA: Freeman.Google Scholar
Anderson, J. R. (Ed.). (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.Google Scholar
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.Google Scholar
Anderson, J. R. (1985). Cognitive psychology and its implications (2nd ed.). New York: Freeman.Google Scholar
Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69–83.Google Scholar
Bialystok, E. (1985). The compatibility of teaching and learning strategies. Applied Linguistics, 6, 255–262.Google Scholar
Bobrow, D. G. (1968). Natural language input for a computer problem solving system. In Minsky, M. (Ed.), Semantic information processing (pp. 112–128). Cambridge, MA: M.I.T. Press.Google Scholar
Brown, J. S., & Burton, R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2, 155–192.Google Scholar
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.CrossRefGoogle Scholar
Cazden, C. B. (1972). Child language and education. New York: Holt, Rinehart, & Winston.Google Scholar
Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227–249.Google Scholar
Chamot, A. U., & Stewner-Manzanares, G. (1985). A synthesis of current literature on English as a second language: Issues for educational policy. Rosslyn, VA: Inter America Research Associates, Inc.Google Scholar
Chomsky, N. (1980). Rules and representations. Behavioral and Brain Sciences, 3, 1–61.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the education development of bilingual children. Review of Education Research, 49, 222–251.Google Scholar
Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14, 175–187.Google Scholar
Cummins, J. (1981). Empirical and theoretical underpinnings of bilingual education. Journal of Education, 163, 16–29.Google Scholar
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual matters.Google Scholar
Cummins, J. (1986). Empowering minority students. Harvard Education Review, 56, 18–36.Google Scholar
DeAvila, E., & Duncan, S. E. (1979). Bilingualism and the metaset. NABE Journal, 3(2), 1–19.Google Scholar
Feldman, C., & Shen, M. (1971). Some language related cognitive advantages of bilingual five-year-olds. Journal of Genetic Psychology, 118, 235–244.CrossRefGoogle Scholar
Gagne, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown.Google Scholar
Gagne, R. M., & Paradise, N. E. (1961). Abilities and learning sets in knowledge acquisition. Psychological Monographs: General and Applied, 75 (Whole No. 518).Google Scholar
Gagne, R. M., & White, R. T. (1978). Memory structures and learning outcomes. Review of Educational Research, 48, 187–222.Google Scholar
Gardner, R. C. (1980). On the validity of affective variables in second language acquisition: Conceptual, contextual, and statistical considerations. Language Learning, 30, 255–270.CrossRefGoogle Scholar
Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic.Google Scholar
Ianco-Worrall, A. (1972). Bilingualism and cognitive development. Child Development, 43, 1390–1400.Google Scholar
Kintsch, W. (1974). The representation of meaning in memory. Hillsdale, NJ: Erlbaum.Google Scholar
Krashen, S. D. (1980). The input hypothesis. In Alatis, J. E. (Ed.), Current issues in bilingual education (pp. 168–180). Washington, DC: Georgetown University Press.Google Scholar
Krashen, S. D. (1982). Principles and practices in second language acquisition. New York: Pergamon Institute for English.Google Scholar
Lachman, R., Lachman, J. L., & Butterfield, E. C. (1979). Cognitive psychology and information processing. Hillsdale, NJ: Erlbaum.Google Scholar
Lambert, R. D., & Moore, S. J. (1984). Recent research on language skill attrition. ERICICLL News Bulletin, 8(1).Google Scholar
Lambert, W. E. (1981). Bilingualism and language acquisition. In Winitz, H. (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences, 379, 9–22.Google Scholar
Matsuyama, U. K. (1983). Can story grammar speak Japanese? The Reading Teacher, 36, 666–669.Google Scholar
Mayer, R. E. (1977). Thinking and problem solving. Glenview, NY: Scott, Foresman.Google Scholar
McLaughlin, B. (1984). Second-language acquisition in childhood: Vol. 1. Preschool children. Hillsdale, NJ: Erlbaum.Google Scholar
McLaughlin, B. (1985). Second language acquisition in childhood: Vol. 2. School-age children. Hillsdale, NJ: Erlbaum.Google Scholar
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information processing perspective. Language Learning, 33, 135–158.CrossRefGoogle Scholar
Miller, G. A. (1956). Some preliminaries to psycholinguistics. American Psychologist, 20, 15–21.Google Scholar
Nagle, S. J., & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20, 9–26.CrossRefGoogle Scholar
Newell, A., & Simon, H. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21–46.Google Scholar
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 285–296.CrossRefGoogle Scholar
O'Malley, J. M., Chamot, A. U., & Walker, C. (1986). The role of learning strategies and cognition in second language acquisition: A model for research in listening comprehension (Contract No. MDA 903–85–C–0200). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.Google Scholar
Oxford, R. L. (1982). Research on language loss: A review with implications for foreign language teaching. Modern Language Journal, 66, 160–169.CrossRefGoogle Scholar
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.Google Scholar
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41–51.CrossRefGoogle Scholar
Schumann, J. J. (1984). Acculturation model: The evidence. Paper presented at a symposium at the University of Wisconsin-Milwaukee.Google Scholar
Selinker, L. (1972). Inter language. International Review of Applied Linguistics, 10, 209–231.Google Scholar
Selinker, L. (1981). Updating the interlanguage hypothesis. Studies in Second Language Acquisition, 3, 201–220.CrossRefGoogle Scholar
Shuell, T. J. (1986). Cognitive concepts of learning. Review of Educational Research, 56, 411–436.CrossRefGoogle Scholar
Spolsky, B. (1985). Formulating a theory of second language learning. Studies in Second Language Acquisition, 7, 269–288.CrossRefGoogle Scholar
Sternberg, R. J., Powell, J. S., & Kaye, D. B. (1982). Teaching vocabulary skills: A contextual approach. In Wilkinson, A. C. (Ed.), Classroom computers and cognitive science. New York: Academic.Google Scholar
Thibadeau, R., Just, M. A., & Carpenter, P. (1982). A model of the time course and content of reading. Cognitive Science, 6, 167–203.Google Scholar
Tulving, E. (1982). Elements of episodic memory. New York: Oxford University Press.Google Scholar
Tunmer, W. E., Pratt, C., & Herriman, M. L. (1984). Metalinguistic awareness in children: Theory, research, and implications. New York: Springer.CrossRefGoogle Scholar
Ventriglia, L. (1982). Conversations with Miguel and Maria: How children learn a second language. Rowley, MA: Addison-Wesley.Google Scholar
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 315–327). New York: Macmillan.Google Scholar
Wenden, A. (1983). Literature review: The process of intervention. Language Learning, 33, 103–121.Google Scholar
Wong, Fillmore L. W., & Swain, M. (1984). Child second language development: Views from the field on theory and research. Paper presented at the TESOL Convention, Houston, TX.Google Scholar