Skill-based theories of second-language acquisition aretheories ofsecond-language acquisition based on models ofskill acquisition incognitive psychology. These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they seepractice as the key ingredient of language acquisition. The most well-known of these theories is based onJohn Anderson'sadaptive control of thought model.[1]
The adaptive control of thought model assumes a distinction betweendeclarative knowledge, knowledge that is conscious and consists of facts,[2] andprocedural knowledge, knowledge of how an activity is done.[3][4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge.[4] Adaptive control of thought is a general model of cognition, and second-language acquisition is just one application of a wide area of research in cognitive psychology.[5] Second-language acquisition is seen as a progression through three stages, declarative, procedural, and autonomous.[5]
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