Skill Acquisition Theory and Its Important Concepts in SLA

Abstract

Skill Acquisition Theory is not just a theory of the development of language, rather it is a general theory of learning ranging from cognitive to psychomotor skills (Mystkowska-Wiertelak & Pawlak, 2012). This theory, which is based on Adaptive Control of Thought model (ACT), claims that adults commence learning something through mainly explicit processes, and, through subsequent sufficient practice and exposure, proceed to implicit processes (Vanpatten & Benati, 2010). Considering the fact that each one of the SLA theories illuminates one aspect of SLA (VanPatten & Williams, 2007), this paper attempts to investigate this Theory and its basic constructs.

Bilingual language broker profiles and academic competence in Mexican-origin adolescents.

“…To study the potential adaptive role of bilingualism and positive language brokering experiences in Mexican-origin adolescents' sense of academic competence, we propose a tripartite framework of language use which encompasses skills, practice, and subjective experience. According to skill acquisition theory (Taie, 2014), practice and skills are reiterative in nature and often occur simultaneously: The proficiency of the skill can determine the quality of the practice, and good practice in turn can enhance the skill. In light of this theory's premise, it is important to consider bilingual skills (i.e., proficiency) in tandem with the practice of such skills (i.e., language brokering) by Mexican-origin adolescents in immigrant families.…”

“…As posited by skill acquisition theory (Taie, 2014), dual-language proficiency and brokering experiences reflect the interdependence of skill and practice in language use. For example, dual-language proficiency is necessary for adolescent brokers to engage in language brokering and, at the same time, language brokering creates opportunities for bilingual adolescents to practice and reinforce their dual-language skills, increasing their vocabulary and semantic awareness (Borrero, 2015; López & Vaid, 2018).…”

Nietzsches Einverleibung als leertheorie

“…Kenmerkend voor dit gebrek aan aandacht voor de specifieke aard van een attitude in onderzoekscontext is het niet omschrijven van wat een attitude is, en het verschil met vaardigheden en kennisinhouden, in de Interlevensbeschouwelijke Competenties (2012) opgesteld door de erkende instanties van levensbeschouwelijk onderricht in Vlaandereneen type onderricht dat beweert zich primair op attitudevorming te focussen. 15 Zie, voor een verhelderende synthese van de fasering van vaardigheidsverwerving, Taie (2014). 16 Voor een zeer interessante visie over reflecteren als een manier van expertisevorming voor leerkrachten, zie Marzano (2013) of Hattie & Yates (2014) voor de betekenis van het proces van expertisevorming voor het vormgeven van krachtige leeromgevingen.…”

Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines

“…As the learners develop a series of cognitive functions, they increasingly become more sophisticated in comprehension and solving problems (Harvey, 2000;Klingner, 2004;Royanto, 2012). And so, as they move from certain thought limitations to more structured line of thinking, they develop concept formation that is aided by knowledge acquisition (Diederen et al, 2016;Ertmer & T, 2013;Oliff et al, 2020;Peng & Gero, 2010;Taie, 2014) We make a lot of responses every day in our life. As aided by our sensory modalities, our responses to certain stimuli are made possible through prior knowledge (Al-Jarrah & binti Ismail, 2018;Khataee, 2019;Shen, 2010).…”