The phrase "foster the acquisition of" is correct and usable in written English.
It can be used when discussing the encouragement or support of learning or gaining knowledge, skills, or resources.
Example: "Our program aims to foster the acquisition of critical thinking skills among students."
Alternatives: "promote the learning of" or "encourage the development of".
The associated activities (e.g., direct instruction) appear to be very different from the activities (e.g., play) that foster the acquisition of primary abilities.
In the beginning of this decade, the Brazilian government created incentives to foster the acquisition of computers, peripherals and telecommunications equipment by allowing the importation of electronics devices at lower taxation rates.
Surgical simulation has evolved considerably over the past two decades and now plays a major role in training efforts designed to foster the acquisition of new skills and knowledge outside of the clinical environment.
Recent studies address the question of how to foster the acquisition of procedural knowledge and its application in medical education.
Part of the discrepancies among studies regarding the role of previous use of antibiotics on P. aeruginosa resistance may be due to local differences in transmission rates, because exposure to antipseudomonal agents in previously non-colonized patients necessarily requires transmission from other patients or environmental sources to foster the acquisition of resistant strains.
Furthermore, hypoxia can induce genetic instability in cancer cells [ 28], and the steady proliferation of hypoxia-resistant cancer cell clones could foster the acquisition of additional mutations that may permit the tumor to re-establish a resistant vasculature (for example, through activation of alternative pro-angiogenic pathways and factor secretion).
The results of the study revealed that concentrating time distribution of hours of language instruction fosters the acquisition of formulaic sequences under certain conditions.
Under this scenario, dispersed functional elements could reduce constraint on an existing complex domain, fostering the acquisition of new functions for that domain.
Moreover, openness is thought to reflect an 'investment trait' relevant to creativity (Chamorro-Premuzic & Furnham, 2005) and fosters the acquisition of a broader general knowledge (Cho et al., 2010).
The combination of WBL with a problem-based teaching format results in a virtual learning environment which can be expected to foster the structured acquisition of both knowledge and skills related to clinical reasoning (Hammoud et al. 2006; Kamin et al. 2002).
