In Praise of Linguistic Problem-Solving

Abstract

The article looks at problem-solving as a means of internalising second language grammar. Problem-solving in this context refers to a type of learning that is conscious, inductive, and heuristic. In the problem-solving framework, as outlined in this paper, grammar learning is thought of in terms of two complementary processes, viz. 'rule-getting' and 'rule-using'. The problem-solving procedure commences with problem-posing, and proceeds through'data analysis, hypothesis forming and testing, and frequent rule re-structuring, to the final rule formulation. This is followed by 'rule-using', a dynamic process in which rules are constantly being reformulated and form-function correlations are being worked out. Contrary to Sheen (1992), who dismisses problem-solving as "a seductive hypothesis", the author argues that linguistic problem- solving should play a key role in second language learning, especially in the case adult L2 learners.)