The universal character of the DEC>PRO cognitive sequence in language learning and teaching materials.

  1. Criado, Raquel
  2. Sánchez Pérez, Aquilino
Journal:
Revista española de lingüística aplicada

ISSN: 0213-2028

Year of publication: 2009

Volume: 22

Pages: 89-106

Type: Article

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Abstract

Activity sequencing patterns in teaching materials have traditionally been absent in academic discussions and have received no attention by researchers and language teaching practitioners. More recent studies on cognitive knowledge acquisition suggest, however, that pedagogical sequencing is relevant and may severely affect efficiency in the learning of foreign languages. If knowledge acquisition is governed by specific patterns, the learning – and hence teaching – of foreign languages cannot but comply with those patterns. In this article we will firstly begin with two well consolidated theories on knowledge acquisition – rationalism and empiricism –, and associate them to the general cognitive models most widely recognised nowadays, particularly Anderson’s ACT (1983, 2005). Secondly, we will investigate the types of sequences detected in three samples of teaching materials. The analysis will be carried out comparing the sequencing of activities in sample lessons against the sequencing patterns governing knowledge acquisition. Such a comparison will faithfully indicate whether teaching materials fit or not the general model of knowledge acquisition.

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