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Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing. [5]
The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts, [2] and procedural knowledge, knowledge of how an activity is done. [3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4]
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
This evidence conforms to Anderson's general model of cognitive skill acquisition, supports the idea that declarative knowledge can be transformed into procedural knowledge, and tends to undermine the idea of Krashen [4] that knowledge gained through language “learning” cannot be used to initiate speech production.
These two forms of knowledge have been the subject of extensive debate among linguists, language teachers, and researchers seeking to understand how best to facilitate language learning. The debate touches on how each type of knowledge is acquired, how they interact, and the degree to which explicit instruction can foster implicit knowledge.
Processability Theory is now a mature theory of grammatical development of learners' interlanguage. It is cognitively founded (hence applicable to any language), formal and explicit (hence empirically testable), and extended, having not only formulated and tested hypotheses about morphology, syntax and discourse-pragmatics, but having also paved the way for further developments at the ...
In the case of prelingually deaf children with cochlear implants, a signed language, like American Sign Language would be an accessible language for them to learn to help support the use of the cochlear implant as they learn a spoken language as their L2. Without a solid, accessible first language, these children run the risk of language ...
Descriptive knowledge – also called declarative knowledge or propositional knowledge, it is the type of knowledge that is, by its very nature, expressed in declarative sentences or indicative propositions (e.g., "Capybaras are rodents", or "It is raining"). This is distinguished from what is commonly known as "know-how" or procedural ...