LEARNING DEVELOPMENT MODELS UNIVERSAL GRAMMAR COGNITIVE MODELS
INTERACTIONAL SOCIOCULTURAL MODEL
Slide 3
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
Slide 4
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.
Slide 5
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
Slide 6
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
Slide 7
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).
Slide 8
Some of the notable cognitive theories of second-language
acquisition include the nativization model, nativization model, the
multidimensional model the multidimensional model processability
theory, processability theory, emergentist models, emergentist
models, the competition model, the competition model,
skill-acquisition theories. skill-acquisition theories.
Slide 9
PROCESSING APPROACHES These approaches are interested in the
way in which the brains processing mechanisms deal with the second
language Information processing model Processability theory
Slide 10
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
Slide 11
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.
Slide 12
Slide 13
Slide 14
INFORMATION PROCESSING MODELS Mc Laughlins information
processing model Andersons Active Control of thought model
Slide 15
MC LAUGHLINS 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
Slide 16
The way in which we process information may be either
controlled or automatic Learning involves a shift from controlled
towards automatic processing
Slide 17
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)
Slide 18
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
Slide 19
RESTRUCTURING May lead to the appearance of second language
errors (fossilization) It is the result of exemplar-based
representations becoming rule-based
Slide 20
ACTIVE CONTROL THOUGHT MODEL (ACT) Andersons model from
cognitive psychology Similar to Mc Laughlins model ( practice leads
to automatization) a distinction between procedural knowledge and
declarative knowledge.
Slide 21
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
Slide 22
Slide 23
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
Slide 24
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