A Cognitive Approach to Language Learning (Oxford Applied Linguistics) [Paperback]

Peter Skehan (Author)

Book Description

ISBN-10: 0194372170 | ISBN-13: 978-0194372176 | Publication Date: April 2, 1998

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.

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

• Paperback: 336 pages
• Publisher: Oxford University Press, USA (April 2, 1998)
• Language: English
• ISBN-10: 0194372170
• ISBN-13: 978-0194372176
• Product Dimensions: 9.2 x 6.1 x 0.8 inches
• Shipping Weight: 1 pounds (View shipping rates and policies)
• Average Customer Review: 2.0 out of 5 stars  See all reviews (4 customer reviews)
• Amazon Best Sellers Rank: #846,411 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

6 of 9 people found the following review helpful:

5.0 out of 5 stars An alternate opinion, April 1, 2002

By 

David P. Ellis (Takoma Park, MD) - See all my reviews
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This review is from: A Cognitive Approach to Language Learning (Oxford Applied Linguistics) (Paperback)

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.

4 of 8 people found the following review helpful:

1.0 out of 5 stars Not Cognitive Enough, February 6, 2001

By 

C. Jannuzi (Fukui, Japan) - See all my reviews
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This review is from: A Cognitive Approach to Language Learning (Oxford Applied Linguistics) (Paperback)

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.

0 of 2 people found the following review helpful:

1.0 out of 5 stars Unimpressive, November 13, 2009

By 

Hywel Evans (Fujiyoshida-shi, Yamanashi-ken Japan) - See all my reviews
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This review is from: A Cognitive Approach to Language Learning (Oxford Applied Linguistics) (Paperback)

This is a very unimpressive effort from Skehan. The "cognitive" part consists of rather idiosyncratic linguistic theories, for which no evidence is provided. Indeed, his evidence about individual differences among learners does not offer any significant support for his theories. As noted by another reviewer, the main focus is on experiments in which small numbers of language learning subjects completed language learning tasks. Skehan eventually provides suggestions about what tasks should be like. However, rather famously, the actual tasks he employs in his experiments do not at all fit with his eventual recommendations. The unintentional humor only slightly enlivens turgid prose