How do general psychological processes inform FLL pedagogy? Presenting a new instructional framework
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Summary
Instruction in the Language Interface Model proceeds from an explication of how relevant rules operate in the students’ L1 through an explanation of corresponding L2 rules and subsequent interface formation to competence expansion – integrating the two competences, leading to the development of multicompetence and allowing for the obliteration of the rules governing the structure of the utterance from the learner’s conscious mind.
- Type
- article
- Published
- 2007-01-01
- Cited by
- 0
- References
- 48
- Access
- Open access
- OpenAlex
- https://openalex.org/W39597857
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:53392709
Keywords
Utterance, Explication, Competence (human resources), First language, Instinct
References
- Pedagogical Implications of Contrastive Studies.
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- Using L1 in the L2 Classroom.
- A Course in Language Teaching: Practice and Theory
- 语言教学的问题与可选策略 = Issues and options in language teaching
- Cambridge grammar of English : a comprehensive guide : spoken and written English grammar and usage
- Fundamental Statistics for Behavioral Sciences
- Second Language Grammar: Learning and Teaching
- Language Teaching Methodology: A Textbook for Teachers
- Instrumental Enrichment: An Intervention Program for Cognitive Modifiability
- 英语教学史 = A history of English language teaching
- A forkhead-domain gene is mutated in a severe speech and language disorder
- A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement
- Principles and Practice in Second Language Acquisition
- The acquisition of the syntax of negation in French and German: contrasting first and second language development
- The availability of universal grammar to adult and child learners - a study of the acquisition of German word order
- The Cambridge Grammar of the English Language
- Teaching in the target language: Problems and prospects
- Language Form And Language Function
- Cognitive Representations of Semantic Categories.
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