Wetenschappers over taalverwerving en taaltraining.

Much is unknown about the teaching/learning process, and those teachers who approach it as a mystery to be solved (recognizing that some aspects of teaching and learning may be forever beyond explanation) will see their teaching as a source of continuing professional renewal and refreshment.

Teachers who teach as if their practice causes learning, while recognizing that they are not in control of all the relevant factors, and that at the least they are in partnership with their students in this enterprise, can be true managers of learning (...)
(Teachers have to) live with the paradox of knowing that teaching does not cause learning, all the while knowing that to be successful, one must act as if it does. And it is this commitment to unlocking the learning potential in each student that motivates a teacher to make informed methodological choices.

Uit: Diane Larsen-Freedman: Techniques and Principles in Language Teaching (2000)

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Vivian Cook over wetenschappelijk onderzoek naar taalverwerving en taalonderwijs:

• “second language acquisition research (…) has to be humble in
applying its ideas to language teaching.”

• “There is no predetermined correct theory of language teaching
originating from second language acquisition research.”

• “we do not (…)possess a (…) theory (…) that can begin to cope with the complex (…) situation the teacher faces every day (…). No second language acquisition research can provide a definitive answer to the (…) problems of second language teaching at this point in time. “

Uit: Second Language Learning & Teaching,
Vivian Cook, Reader in Applied Linguistics, University of Essex
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"One acquires or 'picks up' a second language in much the same way as one acquired L1, by using it. Formal instruction is distinct from acquisition and may be helpful, but is not essential to learning a second language."

“Language is best learned when it is being used to transmit messages, not when it is explicitly taught for conscious learning”

(Stephen Krashen)

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The Lexical Approach develops many of the fundamental principles advanced by proponents of Communicative Approaches. The most important difference is the increased understanding of the nature of lexis in naturally occurring language, and its potential contribution to language pedagogy.
M. Lewis, The Lexical Approach



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“Kennis en gebruik van taal is uitgestrekt verspreid in neurale connecties tussen miljarden hersencellen. (...) of we ooit verklaringen vinden voor wat er in ons hoofd gebeurt? Blijven reiken naar de sterren? Mogelijk is het leren van een taal op jonge leeftijd gemakkelijker (... maar) iedereen heeft een talenknobbel en kan succesvol een taal leren, met een optimale motivatie en attitude, met een optimale afstemming van het taalaanbod (...), in een optimale leeromgeving.”

Uit: De Talenknobbel. Op zoek naar taal in de hersenen, dr. P. Broeder (Universiteit van Tilburg); Uitgave van taleninst. Regina Coeli te Vught, z.j.