SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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?

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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

SLA Seminar, NSYSU 11/17/2006 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.

SLA Seminar, NSYSU 11/17/2006 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?

SLA Seminar, NSYSU 11/17/2006