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A Cognitive Approach to Language Learning (Oxford Applied Linguistics)

by Peter Skehan (Author)
4.0 out of 5 stars 10 ratings
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This book addresses issues such as the relation of form to meaning, the relevance of SLA research, and the validity of task-based learning. It also contrasts universalist accounts of language learning and individual differences between learners.
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  1. ISBN-10
    0194372170
  2. ISBN-13
    978-0194372176
  3. Publisher
    Oxford University Press
  4. Publication date
    April 2, 1998
  5. Language
    English
  6. Dimensions
    9.2 x 0.73 x 6.29 inches
  7. Print length
    336 pages
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Editorial Reviews

Review

'Peter Skehan systematically analyzes minute increments of carefully presented data and succeeds in foregrounding areas of investigation that have been underrepresented in the second language acquisition research of recent years.' - Kenneth W Mildenberger Award Committee

About the Author

Peter Skehan is a Lecturer in Education, Institute of Education at University of London.

Product details

  • Publisher ‏ : ‎ Oxford University Press (April 2, 1998)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 336 pages
  • ISBN-10 ‏ : ‎ 0194372170
  • ISBN-13 ‏ : ‎ 978-0194372176
  • Item Weight ‏ : ‎ 1.05 pounds
  • Dimensions ‏ : ‎ 9.2 x 0.73 x 6.29 inches
  • Customer Reviews:
    4.0 out of 5 stars 10 ratings

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Top reviews from the United States

  • Hadis
    5.0 out of 5 stars Five Stars
    Reviewed in the United States on August 24, 2016
    Verified Purchase
    I bought this book to learn more on the cognitive approach to language learning and found this book to be a very practical and useful book in the field of Applied Linguistics. I hope other scholars and students in this field will find it very useful.
    One person found this helpful
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  • angels
    5.0 out of 5 stars A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
    Reviewed in the United States on March 14, 2012
    enough of making reviews more complicated please or I will never again rate a purchase and thank you very much
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  • David P. Ellis
    5.0 out of 5 stars An alternate opinion
    Reviewed in the United States on April 1, 2002
    It seems the other reviewer (only one at this point - Charles Januzzi) defines psycholinguistics differently than I do. As Skehan writes himself, psycholinguistics is "the study of the psychological processes underlying language learning and use" (Skehan, 1998, p.1). Based on this definition, Skehan's entire book IS about psycholinguistics. As a student of second language acquisition and an English as a Foreign Language (EFL) teacher myself, I have found this book a great resource. The first half of the book discusses psycholinguistics as it relates to instruction and testing. The second half of the book then discusses task-based learning (TBL) and how you can employ it in the classroom to support the psycholinguistic aspects of second language acquisition (SLA). Since TBL is a relatively new and promising area of research in the field of SLA, its investigation would not be complete if you overlooked Skehan's thoughts and contributions to TBL development.
    In the end, I would probably give this book a 4-star rating since some of Skehan's ideas on how to implement task-based learning are not supported by current SLA research. However, since the other reviewer unfairly rated this book (in my opinion), I'm trying to "even the score" so to speak. Just because Mr. Januzzi's expectations for this book differed from the actual content, it does not mean the content itself is not worthwhile and informative.
    11 people found this helpful
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  • Charles Jannuzi
    1.0 out of 5 stars Follow up review to earlier review
    Reviewed in the United States on October 19, 2007
    My point was not about my expectations of what psycholinguistics is or is not. I could, however, point out to the other reviewer that most research from that field does not cover L2 acquisition, but rather languages that are acquired 'naturally', from birth.

    My main point is about what a cognitive approach to SLA should be. I don't think or expect it to be so behaviouristic. Nor do I expect a book marketed as drawing on psycholinguistics to be so lacking in citations of research from psycholinguistics.

    As it is, this book is more a recapitulation of a lot of SLA research about tasks, much of it from Skehan himself. The title and the blurb are misleading. As for its applicability, that is, like so many things, what sort of 'stone soup' the ELT practitioner wishes to make. I highly doubt if Skehan teaches a SL or FL.

    The Robinson book which Amazon pairs this with for selling is a far superior collection of research and analysis, by the way. I will try to get around to reviewing it.
    One person found this helpful
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  • C. Jannuzi
    1.0 out of 5 stars Not Cognitive Enough
    Reviewed in the United States on February 7, 2001
    This book was a major disappointment. The publisher (Oxford University Press) promises that it redresses a supposed imbalance between sociolinguistic and psycholinguistic ones in Language Teaching and Language Learning. Now one has to suppose that means this volume emphasizes psycholinguistics (since the word 'cognitive' is used in the title). That's interesting because (1) often sociolinguistic volumes say they redress an imbalance the other way and (2) there is very little about psycholinguistics or cognition in language learning in this rather long book (what there is comes from Second Language Acquisition research and is not cross-disciplinary in nature) .
    If you teach a foreign language and want a book that reviews the the SLA research around the all-important concept of the 'task', this is a worthwhile read--though don't expect much that is directly applicable to teaching. (Unsurprisingly, a lot of the research cited comes from Skehan himself, so if you've read his papers, you don't need the book.)
    Outside of that, it's a waste of time. It also fluctuates stylistically from very well written to turgid and nearly unreadable.
    5 people found this helpful
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