Ch.8 Ch.8 Looking at Interlanguage Looking at Interlanguage

ProcessingProcessingByBy

Kelly Kelly 黃宣綺黃宣綺Gass, S. M., & Selinker, L. (2008). Second language acquisitiGass, S. M., & Selinker, L. (2008). Second language acquisiti

on: An introductory course (3rd ed.). New York: Routledge.on: An introductory course (3rd ed.). New York: Routledge.

8.1 Introduction8.1 Introduction

Emphasis on Psycholinguistic processing:Emphasis on Psycholinguistic processing:

Actual processing mechanisms.Actual processing mechanisms.

8.2 connectionist / Emergentist Mo8.2 connectionist / Emergentist Modelsdels

Connectionism: A cover term that includes a Connectionism: A cover term that includes a number of network architecture.number of network architecture.

- PDP: Parallel Distributed Processing - PDP: Parallel Distributed Processing - Activation or use.- Activation or use.- Learning: Through exposure to repeated patterns- Learning: Through exposure to repeated patterns- Frequency affect. Frequency affect. N. Ellis andSchmidt (1997)N. Ellis andSchmidt (1997)- A function of age : less establishing connestionist pA function of age : less establishing connestionist p

attern. (Sokolik 1990)attern. (Sokolik 1990)

Competition ModelCompetition Model-- Conflicts between native language and target language cConflicts between native language and target language c

ues and cue strengths.ues and cue strengths.- Form and function cannot be separated.Form and function cannot be separated.- Concerned with how language is used. Concerned with how language is used. - Speakers must have a way to determine relationships aSpeakers must have a way to determine relationships a

mong elements in a sentence.mong elements in a sentence.

Cue: word order / meaning and animacy / morphologyCue: word order / meaning and animacy / morphology * (8-1) The cows eat the grass (P.222, English / Italian)* (8-1) The cows eat the grass (P.222, English / Italian)

* (8-2) The grass eats the cows. (Competition)* (8-2) The grass eats the cows. (Competition)* (8-3 ~ 8-6, P.223)* (8-3 ~ 8-6, P.223)

Question: Question: Speech-processing mechanism: Speech-processing mechanism: NL to TL. How??? NL to TL. How??? Possibilities:Possibilities:- L2 sentence interpretation (8-7, p.223)L2 sentence interpretation (8-7, p.223)- Meaning-based / grammar-basedMeaning-based / grammar-based- Difficulty in the interpretation: Difficulty in the interpretation:

1. L2 proficiency 1. L2 proficiency 2. Differences between syntax-based languages 2. Differences between syntax-based languages and meaning-based languages.and meaning-based languages.

8.3 Processing approaches8.3 Processing approaches

Processing mechanismsProcessing mechanisms

Capacities of the human brainCapacities of the human brain

How they operate when dealing L2How they operate when dealing L21. Processability Theory (8.3.1)1. Processability Theory (8.3.1)

2. Information processing: automaticity, 2. Information processing: automaticity,

restructuring, and U-shaped learning.(8.3.2)restructuring, and U-shaped learning.(8.3.2)

3. Input Processing (8.3.3)3. Input Processing (8.3.3)

8.3.1 Processability Theory8.3.1 Processability Theory

Relies on the Concept of a linguistic Relies on the Concept of a linguistic processor - deal with movements.processor - deal with movements.

How processor made for prediction – How processor made for prediction – developmental paths that learners take.developmental paths that learners take.

1. Canonical order strategy.1. Canonical order strategy.

2. Initialization/finalization strategy2. Initialization/finalization strategy

3. Subordinate clause strategy (p.227)3. Subordinate clause strategy (p.227)

Table 8.1 (p.228)Table 8.1 (p.228)

Processability Hierarchy: grammatical information.Processability Hierarchy: grammatical information.- ordering of procedures - : p.229- ordering of procedures - : p.229

1. no procedure (ef. Single word utterances)1. no procedure (ef. Single word utterances) 2. category procedure (eg. adding a plural morpheme 2. category procedure (eg. adding a plural morpheme

to a noun)to a noun) 3. noun phrase procedure3. noun phrase procedure 4. verb phrase procedure (e.g. movement of elements within a ver4. verb phrase procedure (e.g. movement of elements within a verb b phrase) phrase) 5. sentence procedure (e.g. subject-verb agreement)5. sentence procedure (e.g. subject-verb agreement) 6. subordinate clause procedure 6. subordinate clause procedure (e.g. use of a particular tense based on something in the main (e.g. use of a particular tense based on something in the main clause)clause)

- Learners : to avoid the complexity of Learners : to avoid the complexity of movement. movement.

e.g. (8-11) Where the cats are?e.g. (8-11) Where the cats are?

(8-12) What the cat doing in your picture?(8-12) What the cat doing in your picture?

(8-13) Do you have an animal?(8-13) Do you have an animal?

(8-14) Does in this picture there is a cat?(8-14) Does in this picture there is a cat?

8.3.2 Information processing: automaticity, r8.3.2 Information processing: automaticity, restructuring, and U-shaped learningestructuring, and U-shaped learning

Assumption of Automaticity and Restructuring:Assumption of Automaticity and Restructuring:- Human beings have a limited capacity for processing.- Human beings have a limited capacity for processing.

Automaticity: To control over one’s linguistic knowledge. Automaticity: To control over one’s linguistic knowledge. One must bring together a number of skills from perceptOne must bring together a number of skills from perceptual, cognitive and social domains.ual, cognitive and social domains.

Restructuring: Restructuring: - The changes made to internalized representations as a - The changes made to internalized representations as a result of new learning.result of new learning.- Additional information which must be organized and str- Additional information which must be organized and structured.uctured.

8.3.2.1 Automaticity and restructuring8.3.2.1 Automaticity and restructuring

Automaticity:Automaticity:- e.g. play tennis: auto reaction to move your feet and ra- e.g. play tennis: auto reaction to move your feet and racket.cket.- fast, unconscious, and effortless- fast, unconscious, and effortless- A consistent and rgular association between certain kin- A consistent and rgular association between certain kind of input and some output pattern, automatization may rd of input and some output pattern, automatization may result.esult.

e.g. Speaker 1: Hi.e.g. Speaker 1: Hi. Speaker 2: Hi, how are you?Speaker 2: Hi, how are you? Speaker 1: Fine, and you?Speaker 1: Fine, and you? Speaker 2: Fine.Speaker 2: Fine.

-- Role of Monitoring is important:Role of Monitoring is important:-- Pay attention to one’s speechPay attention to one’s speech-- Through careful monitoring of one’s own speech, one caThrough careful monitoring of one’s own speech, one ca

n pick out successful utterances and use them as a basin pick out successful utterances and use them as a basis for future practice. (see Crookes, 1991)s for future practice. (see Crookes, 1991)

-- Controlled processing is another mechanism of language Controlled processing is another mechanism of language use.use.

- Slower responseSlower response- Various ways in which learners can “attack” the process Various ways in which learners can “attack” the process

of learning a second language. (Table 8.2)of learning a second language. (Table 8.2)

Restructuring:Restructuring:- Which take places:- Which take places: 1.When qualitative changes occur in 1.When qualitative changes occur in internal representation in SLinternal representation in SL 2. In the change in the use of 2. In the change in the use of procedures.procedures.

>from “inefficient” to “efficient”>from “inefficient” to “efficient” 3. Table 8.3 Evidence of restructuring3. Table 8.3 Evidence of restructuring

(restructuring takes place at Time 3)(restructuring takes place at Time 3)

8.3.2.2 U-shaped learning8.3.2.2 U-shaped learning

A consequence of restructuringA consequence of restructuringThree stages of linguistic useThree stages of linguistic use- Figure 8.1 Schema of U-shaped behavior (P.237)- Figure 8.1 Schema of U-shaped behavior (P.237)

Stage 1: Learner produces some linguistic form Stage 1: Learner produces some linguistic form that conforms to target-like norms.(i.e. error free)that conforms to target-like norms.(i.e. error free)

Stage 2: Learner appears to lose what have Stage 2: Learner appears to lose what have known at Stage 1. known at Stage 1.

Stage 3: Again correct TL usage as Stage 1.Stage 3: Again correct TL usage as Stage 1.

E.g. French learners of English among sixtE.g. French learners of English among sixth, seventh, and eighth grade: h, seventh, and eighth grade:

- Use of - Use of ing (Figure 8.2 p.238)ing (Figure 8.2 p.238)

Grade 6: He is taking a cake.Grade 6: He is taking a cake.

Grade 7: He take a cake.Grade 7: He take a cake.

Grade 8: He is taking a cake.Grade 8: He is taking a cake.

8.3.3 Input Processing8.3.3 Input Processing

How learners comprehend utterances?How learners comprehend utterances?How learners assign form-meaning How learners assign form-meaning relationships?relationships?1. The primacy of Meaning Principle1. The primacy of Meaning Principle2. The First Noun Principle2. The First Noun Principle

• Other approaches to the processing of in input:Other approaches to the processing of in input:• 1. Computational system1. Computational system• 2. Autonomous Induction: example-input- 2. Autonomous Induction: example-input-

generalizations.generalizations.• 3. Parsing system: adult – syntactic info. / 3. Parsing system: adult – syntactic info. /

children – semantic info. children – semantic info.•

8.4 Knowledge types8.4 Knowledge types

Acquisition – Learning (8.4.1)Acquisition – Learning (8.4.1)

- Acquisition: - Acquisition:

1. Subconscious process1. Subconscious process

2. “feel” and “sound” for correctness and 2. “feel” and “sound” for correctness and grammatical sentences.grammatical sentences.

- Learning: - Learning:

1. Conscious knowledge.1. Conscious knowledge.

2. Being able to talk about the rules.2. Being able to talk about the rules.

8.4.2 Declarative / procedural8.4.2 Declarative / procedural

- Declarative: Declarative memory - Declarative: Declarative memory

underlies learning and storage of facts.underlies learning and storage of facts.

(e.g. Newfoundland dogs are generally black)(e.g. Newfoundland dogs are generally black)

- Procedural: To motor and cognitive skills that - Procedural: To motor and cognitive skills that

involve sequencing information.involve sequencing information.

8.4.3 Implicit / explicit8.4.3 Implicit / explicit

- Implicit: - Implicit:

1. Acquisition of knowledge about input.1. Acquisition of knowledge about input.

2. naturally, simply and unconscious of 2. naturally, simply and unconscious of complex, structure processing. complex, structure processing.

- Explicit: Conscious operation.- Explicit: Conscious operation.

8.4.4 Representation and control8.4.4 Representation and control

- Representation: the level of analysis and - Representation: the level of analysis and

mental organization of linguistic information.mental organization of linguistic information.

e.g. (8-19~8-22 ,p.244)e.g. (8-19~8-22 ,p.244)

Lookit, like that.Lookit, like that.

Looky, chicken.Looky, chicken.

Lookit gas.Lookit gas.

Lookit four.Lookit four.

- Control: Use linguistic knowledge to control output.- Control: Use linguistic knowledge to control output.

e.g. (8-26~8-29 p.245)e.g. (8-26~8-29 p.245)

I wanted him to come.I wanted him to come.

I persuaded him to come.I persuaded him to come.

I enjoyed talking to my teacher.I enjoyed talking to my teacher.

I stopped sending packages to my friend.I stopped sending packages to my friend.

8.5 Interface of knowledge types8.5 Interface of knowledge types

No interface (8.5.1)No interface (8.5.1)Weak interface (8.5.2)Weak interface (8.5.2)We only think about what we said when We only think about what we said when we stumble.we stumble.Strong interface (8.5.3 Strong interface (8.5.3 ))Practice is necessary to ensure that Practice is necessary to ensure that particular behaviors are quick, and with particular behaviors are quick, and with diminished attention paid to the particular diminished attention paid to the particular task.task.

8.6 Psycholinguistic constructs8.6 Psycholinguistic constructs

Attention (8.6.1)Attention (8.6.1)

- The concentration of the mental powers - The concentration of the mental powers

upon an object.upon an object.

- Major component: Detection- Major component: Detection

- From the perspective of its differential - From the perspective of its differential

role on different parts of the grammar role on different parts of the grammar

(lexicon, morphosyntax, syntax) (lexicon, morphosyntax, syntax) Gass, Svetics, and Lemelin (2003)Gass, Svetics, and Lemelin (2003)

Working memory (8.6.2)Working memory (8.6.2)- The structures and processes that humans use The structures and processes that humans use

to store and manipulate information.to store and manipulate information.

- E.g. When you want to remember a phone E.g. When you want to remember a phone number and you do not have pen and paper to number and you do not have pen and paper to write it down, you will repeat the number over write it down, you will repeat the number over and over until you can get to a phone to dial the and over until you can get to a phone to dial the number or can find pen and paper to write it number or can find pen and paper to write it down.down.

Monitoring (8.6.3)Monitoring (8.6.3)- Figure 8.3 Acquisition and learning in second Figure 8.3 Acquisition and learning in second

language production. (p.253)language production. (p.253)- Three conditions: 1. TimeThree conditions: 1. Time

2. Focus on form2. Focus on form

3. Know the rule3. Know the rule

- Self-correction is the result of monitoring.- Self-correction is the result of monitoring.

8.7 Conclusion8.7 Conclusion

Psycholinguistic approaches to the study Psycholinguistic approaches to the study of SLA.of SLA.

- L2 learners organize their SL knowledgeL2 learners organize their SL knowledge

- How learner use L2 knowledgeHow learner use L2 knowledge

- How subsequent learning affects the How subsequent learning affects the restructured organization of L2 knowledgerestructured organization of L2 knowledge

- Suggestion: move to social and contextual Suggestion: move to social and contextual variablesvariables