consideration, it might have been assumed that the cognitive process of self-directed
learning is the same as in a teacher-led environment. In other words, self-directed learning is
not different from other-directed learning. I partly agree with the idea that self-directed
learning and other-directed learning have the same constituent elements. However, I have
come to understand that these elements play different roles in these two kinds of learning
processes. A theoretical model is needed in order to define the specific functions of the
various elements that make the difference between self-direction and other-direction in
learning. Thus, the purpose of this section is to work on a cognitive model in self-directed
learning.
4.2.2 Some assumptions
To start with, the rationale underlying this model is based on two basic assumptions.
First, it is understood that "to the extent that all human beings are endowed with the same
cognitive equipment, some aspects of second language learning must be universal"
(Little; 1995, 177). Thus, the target of this section is a model that describes the cognitive and
universal processes of self-directed learning. But it is important to say that, although its
purpose is not the analysis of cultural and individual learning processes, it considers them as
integral elements of the cognitive learning process of any individual.
The second assumption is related to the difference between mature and immature
cognitive systems. Theoretical and empirical research, as well as everyday experience, have
taught us that children Ieam a second language in a different way that adult learners do.
According to Chomsky, this is due to the existence of a system called LAD (Language
Acquisition Device) which, if we follow what most research on the critical period has to say,
is not longer available after the puberty, or earlier (Long, 1990). That is to say, immature
cognitive systems have a device mature cognitive systems lack. However, some researchers
believe that this system does not disappear but develops in a different one (Larsen-Freeman
and Long; 1991, 163). According to Widdowson, for instance, the LAD remains as an
"active force for continuing creativity". This is his only way to explain the capability of
human beings to understand and produce "innovative expressions which do not conform to
established rules" (1983,26).
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