ABSTRACT
This chapter attempts to teach people general thinking strategies, linguistic skills and expert knowledge. The latest wave of cognitive learning theories have categorized teaching in a rather different way from past generations of psychologists. However, as Mandler (1985) argued, for teaching to be effective it must be possible for actions to be described, talked and thought about. As far as educators are concerned, exposure to examples of good usage seems to produce better results for linguistic fluency than direct teaching of grammatical skills. There is evidence that students are consistent in their learning styles, as shown by the adverse effects of mismatching learning and teaching styles. Some researchers imply that teachers should alter their teaching strategies to match those of their students. A final point to note is that experts can sometimes be almost too expert within a specific domain.
