QUÁ TRÌNH TƢ DUY Ở NGƢỜI LỚN HỌC NGOẠI NGỮ: MỘT TRƢỜNG HỢP ĐIỂN CỨU

Abstract

First of all, thinking, or mental processes in adult learners of foreign languages, can fundamentally differ from those in children and adolescents. Generally speaking, these are conscious processes while a number of children and adolescents‟ mental processes are more or less subconscious. Realizing such differences in the role of thought can help adult foreign language learners and teachers to improve the effectiveness of their efforts. Second, language and culture are always closely intertwined and blended into each other; it is therefore certain that the effectiveness of foreign language learning/teaching can also ameliorate if cultural factors are well exploited in learning/teaching. These are the points this paper, through a case study of two adult learners of Korean, wants to argue for, which continues to assert several theories on the inter-relationship among thought, culture and language, on second language learning and/or acquisition processes, and to provide foreign language learners/teachers, especially adult learners, with more useful tips.