Mind the gap?–Bridging the cognitive science and language learning achievement: Bloom’s Taxonomy Revision

Abstract

If the gap between cognitive science and language learning achievements is to be bridged it is essential to have an understanding of what situations of achievement practice are actually like. Over the past decade there has been a growing body of research into the nature of practice, done in two fields. One is research into teachers' knowledge, beliefs and cognitions (Borg 2003). The second is research into classroom interaction, which is currently very much connected to conversation analysis methodology (Seedhouse 2004). We tried to build a conceptual framework bringing together these different strands of research into the nature of language learning achievement practice.