Preface

Summary

In writing this book, we have had a number of goals in mind. Our primary goal is to respond to a need for information on how instruction in second language acquisition can be integrated with recent knowledge from cognitive theory and research on learning strategies. A second goal is to address the need for a synthesis of research and theory in cognition with research and current views of second language acquisition. And a third goal is to respond to the need among second language teachers for guidance on how to present instruction that capitalizes on the knowledge and skills students bring to classrooms and encourages the development of new and more effective strategies for learning.

We have sensed a strong division between linguistic theory and cognitive psychology that originates in part in differing aims and methods but is also related to the rejection of behaviorism by linguists. Whereas cognitive psychology also rejected behaviorism, it has been influenced heavily by linguistics. However, the communication has not occurred in both directions. Very few ideas from cognitive psychology appear to have been adopted in second language acquisition research and theory. As much as the original schism between behaviorism and linguistics may have been necessary, we would like to contribute toward bridging the gap and show how recent thinking in cognitive psychology can be useful for applications in second language acquisition. We have also sensed that deliberate cognitive processing is ignored, if not disparaged, under prevailing views in second language instruction.