ABSTRACT
This chapter begins by looking at some of the concepts underlying the cognitive theories and considering how they relate to FL learning. They are concepts that can be used to describe many types of skill, not just FL learning. Driving instructors, for example, understand that 'knowing about' driving is quite different from 'knowing how to' drive. Indeed, a driving test which concentrated on declarative and not procedural knowledge would be a recipe for disaster. Language teachers understand the distinction well. Automization means 'making automatic', and is a very important process, and indeed two cognitive psychologists, Shiffrin and Dumais (1981), describe it as 'a fundamental component of skill development', playing a vital role in the development of any skill. The higher-level skills in language use relate generally to understanding messages being conveyed to one, and ensuring that the messages are properly conveyed.
