2nd Language Acquisition

BleyVroman - The Logical problem

Mechanism in the mind

Shapes grammar

Needs to be activated

Innate

Fundamental Difference Hypothesis

Children

Domenin Specific

Adults

General Domain

Schmidt - Noticing Hypothesis

Noticing

Input - Intake

Necessary for effective processing

Conscious learning system to SLA

* x Krashen

Influencies

Instruction

Frequency

Perceptual salience

Skill level

Processing ability

Task Demand

Comparing

Krashen - Monitor model

Non-inerference position

Acquisition - Learning

No interference

A - subconscious

L - aware

Natural Order

Predictable

The Monitor hypothesis

Conscious knowledge as an editor

Change the outputMake a correction before we speak or write

1) Time

2) Focus on form

3) Know the rule

Input Hypothesis

i + 1

Affective Filter

Mental Block

Input won't reach LAD

Caretaker speech,
teacher speech and
foreign talk

roughly-tuned input

The Silent Period

Age differences

Full access theorist. Acquisition takes place from childhood to adulthood if comprehensible input is provided and if the affective filters are low.

Adults

Faster initially

+ comprehensible input and the monitor

Children

Better in the long run

Lower affective filters

The effect of instruction

Long - Interaction-Hypothesis

Krashen i + 1

To ensure that is being applied

Modified Interaction

Comprehension Checks

Clarification requests

Self-repetition of paraphrase

Recast

McLaughin - Information Processing Model

Krashen: Criticized his distinction between conscious and subconscious acquisition and his claim of no intefrace between acquisition and learning)

Cognitive Skill

Learning = cognitive process

Learning = shift from controlled to automatic processing via practice. (automatization)

Controlled

Practice to become automatic and to be stored in the long term memory

Short-term memoty

Automatic

Restructuring

Piaget's "Accomodation and assimilation"

Long-term memory

Focal

Adults

Peripheral

Children

Biallystock - Variable Competence

Learner's rule system

Automatic

Non-automatic

Analitic

Unanalitic

Kramsch - Intercultural competence

Iceberg

Surface Culture - Material productions

Ground of meaning - Communication and interaction

Acculturation

Absorption

Interculturation

Reciprocal - enrichment

Schumann - Theory of Acculturation

Social and affective psychological distance betwwen learner a TL culture

Pidginization Hypothesis

Fossilization

VanPatten - Input Processing

Information Processing ModelHow input is perceived, processed, stored and then retrieved in actual performance, and how the memory system works

Classroom Instruction

Processing instruction

Usefulness of training

Explanation of grammar

Alerted to problems in the input

Do Exercises (1st structure 2nd meaning)

Cognitive Process

Principles

1st Meaning then Form

Process content at little cost of attentional resources

Strategies - First noun agent

Approaches

Comprehensible Input

Acquisition

Linguistic System

Comprehension-based

Extract meaning

Processing-based

Control of attention

Input Processor

Only Input

Developing System

Grammar instruction

Do not develop linguistic competence

Ellis - Variable Competence

Weak interference model.Model: a model is always incomplete, it has not get to the status of theory

Process of Language

Linguistic Knowledge (rules)

Ability to language (procedures)

The product

Planned discourse

Unplanned discourse

Learner's procedures

Primary

Unplanned = automatic + unanalized

Secondary

Planned = non-automatic + analyzed

Internal

Cognitive process

External

Discourse