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Extra resources for A college textbook of physics
It is as if using skills is the means to learning them, and learning is the means to their use. Clearly, this is a circular argument which fails to prioritise or order the processes involved for pedagogic purposes. This has resulted in some polarisation of opinion. First, the ‘return to grammar’ movement, the advocates of which have seen CLT as misguided all along. The solution is to bring back grammar, which is seen as being more effective for pupils’ learning. Second, there are those who believe that what we lack is the right conditions, the right amount of time and the right materials.
And we have connected this discussion with notions of autonomy in language learning and the types of strategies which may be available to learners. What does all this add up to? Clearly, knowing a language involves complex psychological processes, many of which seem to be beyond researcher observation. Learning a second language calls upon these, but not in an identical way from when the first language is learned. The second language has to sit alongside and/or integrate with the first. When an individual learns their first language it is bound up with the development of their cognitive maturity, and their very identity.
In particular, we are concerned with individual differences in strategy use. Finally, we return to questions of pedagogy: the importance that strategies may have in the classroom and how this has shaped some recent thinking about curriculum design. This chapter provides a theoretical framework and justification for the practical and theoretical content of the rest of the book, and cross-referencing will be used throughout to connect the various strands of our discussion. What it is to know, what it is to learn 31 Knowing a language In the last chapter, we raised a number of questions including ‘what it is to know’ a language.