Basing his arguments on the developments in theoretical linguistics
as well as his own experience in teaching and research, the author
proposes a model of learning which could resolve differences which
have for centuries divided thinkers in philosophy and linguistics,
between extreme and modified views of the way that language and
thought interact, one determining the other; and in language
teaching between proponents of contending methodologies. He shows
that such distinctions as those between language learners and
language users, first language learners and foreign language
learners are misleading.
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