Transcript PowerPoint 簡報 - National Sun Yat

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 coexisting 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
SLA Seminar, NSYSU 11/17/2006