SLA Approaches

SLA Approaches

1. Cognition-Oriented Theories

   • Innanist Theories
     • Input Hypothesis Model
       • The Input Hypothesis
         • i + 1
         • Output's only role is to get more input
       • Acquisition/Learning Hypothesis
         • Acquisition and learning are two different processes
         • Learnt knowledge can't become acquired
       • Monitor Hypothesis
         • Conscious check on output
         • Conditions
           • sufficient time
           • the focus must be on form, not on meaning
           • the user must know the rule
       • Natural order Hypothesis
         • the rules of language are acquired in a predictable order
       • The affective Filter Hypothesis
         • anxiety, lack of motivation, lack of self-confidence
         • prevents learners from absorbing relevant input
       • Criticism
         • It doesn't explain which cognitive processes are responsible for learning or acquisition
         • Learnt knowledge becomes acquired with automatization
         • Minimises the role of L1 as a fall-back option
         • Fails to recognise L2 users have 2 languages in one mind
     • Universal Grammar Model
       • LAD (Black box)
         • It evaluates alternative grammars to see which best fits the incoming linguistic data
       • Grammar
         • autonomous body of knowledge
         • Principles (highly abstract properties of all languages grammar) and parameters (vary from language to language
         • must be innate since L1 is acquired with insufficient input or negative feedback
       • Projection Principle
         • item's lexical properties affect syntax
       • Positions
         • No-access position
           • No reference to UG; L2 is acquired through other mechanisms
         • Direct-access position
           • Learning L2 = Learning L1
         • Indirect-access position
           • Access to UG through L1
           • L2 learners start with L1 parameters, not UG
       • Criticism
         • L2 learners get fossilized at some stage, not L1 learners
         • L2 learner vary in their level of success, not L1 learners
   • Cognitive Theories
     • Information Processing Model
       • Processes
         • Controlled
           • Less efficient, need a lot of attention, limited in capacity, easy to modify
         • Automatic
           • Quick, efficient, built by practice, need little attention, hard to modify
       • Attention
         • Focal
         • Peripheral
       • No specific language module in speakers' mind. Languagelearning is like any other type of learning
     • Anderson's ACT Model
       • Memory
         • Working memory
           • Performance of the production rule
         • Declarative memory
           • Information is stored as cognitive units
           • Available to consciousness
         • Procedural memory
           • Processes that check the parts of the rule against declarative memory
           • Not available to consciousness
       • Stages of learnign
         • Stage 1: Declarative/Cognitive
           • New information with no pre-set procedures
         • Stage 2: Associative
           • Declarative information starts to be compiled into more specific procedures
         • Stage 3: Autonomous
           • Making generalizations of production

2. Context-oriented Theories

   • Interaction Hypothesis
     • 3 components needed
       • Positive evidence
         • Provided by Input
       • Negative evidence
         • Direct or indirect feedback about speech incorrectness
       • Output
         • Moves learners from semantic to syntactic use of language
         • Helps develop automaticity
         • Opportunity to test hypothesis
     • Conversation is the means by which learning takes place
     • input, internal capacities, selective attention, and output are connected in productive ways
   • Variationist Perspective
     • Studies the impact of contextual variables and contextual linguistic forms
     • Social setting
       • Attention
         • Important in processing L2 input and producing IL
         • affects L2 learners' noticing of L2 form
       • determines the type of input
       • influences the nogotiation of meaning
       • relationship between interlocutors
         • (un)willingness to be corrected
       • Accomodation Theory
       • rate of accuisition
   • Variable Competence Model
     • Language use
       • as a process
         • difference between language knowledge and the ability to use this knowledge
       • as a product
         • continuum of planned and unplanned discourse types
     • automatic/non-automatic access a learner has to their L2 Knowledge and whether it's analyzed or not
     • Types of processes
       • Primary
         • Unplanned discourse
         • Draw on unanalyzed and automatic knowledge
       • Secondary
         • Planned discourse
         • analyzed and less automatic knowledge
   • The Output Hypothesis
     • Role
       • Achieve fluency through practice
       • External manifestation of a learner's IL
       • Foster the development of syntax and morphology
       • Avoid anxiety about errors
     • Characteristics
       • Systematic Variations
         • Linguistic Context
           • Semantic items affect syntax
         • Situational Context
           • Formal/Informal
         • Psycholinguistic Context
           • Planned/Unplanned production
       • Non-systematic variations
         • Free variations; common in initial stages
     • Functions
       • 1. Noticing
       • 2. Hypothesis Testing
       • 3. Conscious reflection