A Learning‐Teaching View of Second Language Instruction*

Abstract

ABSTRACT This article proposes that the current teaching‐learning view of second language instruction be replaced by a learning‐teaching view. In the former, the focus is upon the teaching act, which is often imprecisely linked to an undescribed phenomenon called ‘learning;’ in the latter view, the focus is upon the learning act, and teaching procedures are generated by and support specific learning processes. The author argues for a teacher role in research on learning processes and views a teacher's task as twofold: (1) to discover what students do as they perform foreign language tasks, and (2) to implement procedures in which strategies of skillful students provide a basis for remediation of strategies of unskillful students.

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