ABSTRACT
In Chapter 4, we saw the beginnings of more modern approaches to the discipline of SLA. We saw the field move from a behaviorist model of language learning to a broader view incorporating the notion of errors as providing information about how learners were organizing and processing their L2. In this chapter, we trace the development of what one might call a cognitive approach to learning. We first consider issues of child language acquisition, because it was this field that many of the earlier cognitive approaches to L2 learning drew from.
