Download PROCESSING APPROACHES

PROCESSING
APPROACHES
Mustafa KEKEÇ
LEARNING DEVELOPMENT MODELS
 UNIVERSAL GRAMMAR
 COGNITIVE MODELS
 INTERACTIONAL SOCIOCULTURAL MODEL
UNIVERSAL GRAMMAR (UG)
 applies the Chomskyan paradigm
 claims that humans inherit a mental language faculty which highly
constrains the shape that human languages can take
 limits the kind of hypotheses that children can entertain regarding the
structure of the language they are exposed to.( This is why children
acquire their first language easily and speedily)
 the innate UG constrains L2 development
INTERACTIONIST SOCIOCULTURAL
MODELS
 pays particular attention to the nature of the interactions L2 learners
typically engage in
 negotiation of meaning
 following in the footsteps of Vygotsky who believed that all learning was
essentially social
 Use of recast for error correction
 Learners first need the help of experts in order to 'scaffold' them into
the next developmental stages before they can appropriate the newly
acquired knowledge.
COGNITIVE MODELS
 Second language learning is the acquisition of a complex cognitive skill.
 Language learning is no different from other types of learning
 Learner process the linguistic input (reconstruction)
 Language is abstract in nature
 Learning is not transfer of knowledge from one source to receiver
 Learners reshape the input
 Some of the sub-skills involved in the language learning process are
applying grammatical rules, choosing the appropriate vocabulary,
following the pragmatic conventions governing the use of a specific
language (McLaughlin, 1987:134)
 These sub-skills become automatic with practice
 During this process of automatisation, the learner organizes and
restructures new information that is acquired.
 Through this process of restructuring the learner links new information
to old information and achieves increasing degrees of mastery in the
second language
 Evidence against the cognitivist theory is provided by Felix (1981) who
describes the general cognitive skills as “useless” for language
development (Felix, 1981).
 The only areas that cognitive development is related to language
development is vocabulary and meaning, since lexical items and meaning
relations are most readily related to a conceptual base (Felix, 1981).
 Some of the notable cognitive theories of second-language acquisition
include the
 nativization model,
 the multidimensional model
 processability theory,
 emergentist models,
 the competition model,
 skill-acquisition theories.
PROCESSING APPROACHES
 These approaches are interested in the way in which the brain’s
processing mechanisms deal with the second language
 Information processing model
 Processability theory
INFORMATION PROCESSING MODELS
 originate from psychology and neurolinguistics
 see learning as the shift from controlled processes (dealt with in the
short term or working memory and under attentional control) to
automatised processes stored in the long term memory (retrieved
quickly and effortlessly)
 declarative knowledge (knowing 'that') becomes procedural knowledge
(knowing 'how') through repeated practice
INFORMATION PROCESSING MODELS
 Sensory memory perceives information
 The perceived information is transferred to the second memory
component -- short-term memory, which, with a limited capacity, can
hold information for only about thirty seconds.( Sometimes referred as
working memory)
 After rehearsal and coding, the maintained information is transferred to
long-term memory. Once information is stored in long-term
memory, it can last for quite a long time, even for a lifetime although we
may lose the ability recall the information.
INFORMATION PROCESSING MODELS
Mc Laughlin’s information processing model
Anderson’s Active Control of thought model
MC LAUGHLIN’S INFORMATION
PROCESSING MODEL
 Complex behavior builds on simple processes
 These processes are modular (can be studied independently)
 Autonomous and active learners
 Processes take time
 The mind is a limited-capacity processor
 Learn a second language is to learn a skill
 Learning is a cognitive process
 The way in which we process information may be either controlled or
automatic
 Learning involves a shift from controlled towards automatic
processing
 Controlled processing constrained by the limitations of the short term
memory turns into automatic response through repeated activation
 Automatized sequences are stored as units in the long-term memory
(they can be made available very rapidly whenever the situation requires
it and with minimal attentional control on the subject)
 Learning is seen as the movement from controlled to automatic
processing via practice in this view
 This continuing movement from controlled to automatic processing
results in a constant restructuring of the linguistic system of the second
language learner
RESTRUCTURING
May lead to the appearance of second language errors (fossilization)
It is the result of exemplar-based representations becoming rule-based
ACTIVE CONTROL THOUGHT MODEL
(ACT)
 Anderson’s model from cognitive psychology
 Similar to Mc Laughlin’s model ( practice leads to automatization)
 a distinction between procedural knowledge and declarative knowledge.
 DECLARATIVE KNOWLEDGE is knowledge of what
 PROCEDURAL KNOWLEDGE is knowledge of how
 We go through a declarative stage before acquiring the procedural
knowledge linked with this situation
 Learning means that declarative knowledge turns into procedural
knowledge
 According to Anderson, the move from declarative to procedural
knowledge takes place in three stages:
 Cognitive Stage: A description of the procedure is learnt
 Associative Stage: A method for performing the skill is worked out
 Autonomous Stage: The skill becomes automatic
 Step by step nature of learning
 When tasks become proceduralized, they are accessed automatically
without having to resort to the working memory, which is limited in its
processing capacity