Cognitive-accounts-of-SLA--SLA(1).ppt

CognitiveaccountsofSLA ThePPTmainlyinvolvestwoissues ThefirstdealswiththerepresentationofL2language thesecondwithcognitiveprocessesintheacquisitionofL2language 一 TherepresentationofL2language 1 HowinterlanguagetheoryrepresentedL2knowledge2 VariableL2knowledge3 FunctionalistviewsofL2knowledge4 implicitvsexplicitL2knowledge5 declarativevsproceduralL2knowlwdge6 dual moderepresentation 1 Interlanguagetheory DefinitionofinterlanguageInterlanguageisusedtorefertoboththeinternalsystemthatalearnerhasconstructedatasinglepointoftime aninterlanguage andtotheseriesofinterconnectedsystemsthatcharacterizethelearner sprogressovertime interlanguageortheinterlanguagecontinuum Selinker1972 HowinterlanguagetheoryrepresentedL2knowledgeCognitivetheoriesofinterlanguagepostulatedthatlearnersbuildmentalgrammarsoftheL2 Thesegrammarsaccountforperformanceinthesamewayasnative speakergrammar 2 Variabilitytheories VariabilitytheoriesviewL2languageasinherentlyvariable Asnotedearlierinchapter4 avariableformisafeature phonological lexicalorgrammatical thatisrealizedlinguisti callyinmorethanoneway InTarone sCapabilityContinuummodeldifferentstylesrangedfromthe careful tothe vernacular exist InEllis VariableCompetenceModel L2developmenttakestwoforms plannedandunplanned Preston sSocio psycholinguisticModelinvolvesthreedimensions planning depthandstability 3 FunctionalistviewsofL2knowledge MainideaLearningalanguageisseenasaprocessofmasteringanumberoffundamentalfunctionsoflanguage spacialandtemporalreference Thusfromthisperspective L2languageiscomprisedofanetworkofform functionmappings 4 ImplicitvsexplicitL2knowledge Implicitknowledgeisintuitive systematicallyvariable automatic andthusavailableforuseinfluent unplannedlanguageuse Explicitknowledgeisconscious declarative anomalous inconsistent andonlyaccessiblethroughcontolledprocessinginplannedlanguageuse Krashen smonitortheoryLearnerspossesan acquiredsystem and learnedsystem whicharetotallyseparate Theformerisdevelopedbymeansofacquisition asubconsciousprocesswhichariseswhenlearnersareusinglanguageforcommunication correspondingtoimplicitknowledge Thelatteristheresultoflearning theprocessofpayingconsciousattentiontolanguageinanefforttounderstandandmemorizerules correspondingtoexplicitknowledge Non interfaceposition Acquiredknowledge canonlybedevelopedwhenthelearner sattentionisfocusedonmessageconveyance andthatneitherpracticenorerrorcorrectionenables learnedknowledge tobecome acquired Bialystok sviewofsecondlanguagelearning InterfacepositionBialystok stheoryofL2learningwasalsobasedonthedistinctionbetweenimplicitandexplicitknowledgebutallowsforaninterfacebetweenimplicitandexplicitknowledge Thereisaninteractionbetweenthetwotypesofknowledge Formalpractisingenableexplicitknowledgetobecomeimplicit whileinferencingallowsexplicitknowledgetobederivedfromimplicit 5 declarativevsproceduralL2knowlwdge Declarativeknowledgeseemstobepossessedinanall or nonemanner whileproceduralknowledgeseemstobesomethingthatcanbepartiallypossessed Onerequiresdeclarativeknowledgesuddenly bybeingtold onerequiresproceduralknowledgegradually byperformingtheskill Onecancommmunicateone sdelarativeknowledgeverbally butnotone sproceduralknowledge 6 dual moderepresentation Skehan 1998b proposedthatspeakerpossessadual modesystem whoclaimedthatlanguageismorememory basedthanrule based repetitionthancreation exemplar orientedthanrule oriented 二 cognitiveprocessesintheacquisitionofL2 Micro process specificmentaloperations Attention IntegrationandrestructuringandmonitoringMacro process thegeneralapproachtolearning IntentionalvsincidentallearningExplicitvsimplicitlearning Micro process Attention theactoffocusingonparticularinfoumation whichallowsthatinformationtobeprocessedmorefullythaninformationthatisnotattendedto StephenM Kosslyn RobinS Rosenberg AccordingtoSchmit sNoticingHypothesis comprehensibleinputisinsufficientforL2learninguntiltheyhadbeennoticed Micro process IntegrationandrestructuringIntegrationisageneraltermthatreferstotheprocessesinvolvedinstoringitemsnoticedandprocessedintolong termmemory Thatis itinvolvesmodificationtoleaner sinterlanguagsystems Restructuringreferstoqualitativechangesthattakeplaceinlnterlanguage relatedtoboththewayknowledgeisrepresentedinlearner smindandthestrategiestheyemployed e g Anderson sACTTheoryandSkehan sdual modesystem0 Themonitorhypothesis 监控假说 Monitor 监控器 oraneditor 编辑器 Learning Acquisition Meaningfulinteractioninthetargetlanguage Learninghasthefunctionofmonitoring 监控 andediting 编辑 theutterances 说话方式 producedthroughtheacquisitionprocess Themonitoringfunctionisthepracticalresultofthelearnedgrammar Macro process IntentionalvsincidentallearningTheessenceofintentionallearningisthatitinvolvesadeliberateattempttolearn mayormaynotinvolveawareness Incontrast incidentallearningischaracterizedbyanabsenceofintentionality butmayinvolvesconsciousattentiontosomefeaturesofL2 Macro process ExplicitvsimplicitlearningThetermsExplicitandimplicitlearningareconsidere