Ch. 9 Cognitive accounts of SLA

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Ch. 9 Cognitive accounts of SLA

• OUTLINE
• Cognitive theory of language acquisition
• Models of cognitive accounts
• Implicit vs. explicit knowledge of L2
• Skill learning model
• Functionalist theories
• Models on L2 knowledge and output
• Communication process and strategies
• Parallel Distributed Processing model

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Cognitive theory of language acquisition

• Views of language acquisition
• A mental process involving use of strategies that
  explain development and use of L2 knowledge
• Language learning is similar to other kinds of
  learning
• Learning strategies are general in nature
• Overview of the chapter
• Mental representation of L2 rule systems
• Use of L2 knowledge in communication
• Language knowledge as a network, e.g., PDP

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Models of cognitive accounts

• Focuses
• Describing competence underlying performance
• A theoretical framework (Gass, 1988 Ellis, 1994)
• Differences among models (p.392)
• Relationship b/w input L2 knowledge
• Representation of L2 knowledge
• Manner of representation
• Role of L1
• Relationship b/w implicit explicit knowledge
• Relationship b/w L2 knowledge output

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Implicit vs. explicit knowledge of L2

• The Monitor Model (Krashen, 1982)
• Distinguish b/w acquisition learning
• Acquisition learning are separate
• Model of L2 learning (Bialystok, 1978)
• interface b/w implicit explicit knowledge
• 2 types of output (1) spontaneous, immediate
  (2) deliberate, delayed
• Continua of controlled and analyzed
• Consciousness noticing (Schmidt, 1990)
• consciousness as knowledge falls on a continuum
• noticing is necessary for input to become
  intake

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Skill learning models of SLA

• Focus on manner of representation of L2 knowledge
• Adaptive Control of Thought model
• Declarative vs. procedural knowledge
• 3 stages declarative, associative, autonomous
• Information Processing Model
• From controlled to automatic processing
• Restructuring from exemplar-based to rule-based
  use of strategies
• L2 knowledge as continua of controlled-automatic
  and explicit-implicit

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Questions for discussion

• Do you consider L2 acquisition as a process of
  transforming from explicit knowledge into
  implicit knowledge? Do you think L2 learners will
  always have the two types of knowledge
  co-existing in their knowledge system?
• Anderson (1983) holds that L2 learners do not
  reach full autonomy as L1 learners. What factors
  may influence the process of achieving autonomy
  in L2 acquisition?

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Functionalist theories of SLA

• Acquisition arises from use communicative
  interaction
• Functionally-driven models
• Klein et al. L2 acquisition as dealing with
  language tasks (functionally driven)
• Givon gradually move from pragmatic (unplanned,
  informal) to syntactic (formal, planned) mode
• The Competition Model
• Acquiring form for communicative functions
• Competition among cues that signal functions
• Usefulness of cue is determined by cue
  reliability, cue availability, conflict validity

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Models on L2 knowledge output

• Variability theories of SLA
• Examine organization of L2 knowledge and
  strategies in learning and language use
• Tarone capability as heterogeneous in styles
• Ellis continua of un-/analyzed non-/automatic
• Preston variation in planning, depth, stability
• Nativization model operating principles
• Easily attended to and processed features will be
  first to be learnt used in production
• Multidimensional model
• 2 principal axes developmental variational

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Second language communication

• L2 speech planning
• L1 L2 learners differ in temporal variables
  hesitation phenomena
• Acquisition of knowledge procedural skill as
  proceeding separately
• Communication strategies
• Interactional interlocutors mutual attempt to
  arrive at shared meaning
• Psychological learners plan execute plans to
  achieve communicative goals

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Parallel Distributed Processing Model

• Basic ideas
• Competence as interconnections between units of
  language knowledge
• Performance as activation of interconnections
• Learning as a process of modifying strength of
  connections
• Main properties (p. 405)
• Parallel processing of semantic syntactic info
• Activation of one unit can inhibit or excite
  others in varying degrees.
• Connection strengths among units may be adjusted.

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Question for discussion

• When conducting research in SLA, how do we
  balance between competence and performance?
• How do we interpret inconsistent results
  regarding competence and performance?

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Thank you for your attention!