SECOND LANGUAGE ACQUISTION THEORIES

COGNITIVE MODELS (MCLAUGHLIN/BIALYSTOK)

COGNITIVE MODEL McLaughlin

Their model juxtaposes processing mechanism ( controlled & automatic) And categories of attention to form four cells

Mechanism controlled process

Capacity limited and temporary As typical to anyone learning a brand new skill in which only a very few elements of the skill can be retain

Mechanism automatic process

Relatively permanent Refer to a processing in a more accomplished skill. The automatizing of this multiplicity of data is accomplished by restructuring process

Restructuring process
The component of the task of the task are coordinated, integrated or reorganized into units, allowing the old component to be replaced by more efficient

CONTROLLED : New skill, capacity limited

AUTOMATIC: Well trained, practiced skill capacity is relatively unlimited Keeping an eye out for something Advanced L2 focuses on modals clause formation Monitoring oneself while taking or writing Scanning Editing, peer editing

FOCAL : Intentional attention

Grammatical explanation of a specific point word definition Copy a written model The first stage of memorizing a dialog Prefabricated pattern Various discrete point exercise

PERIPHERAL

Simple greeting The later stages of memorizing a dialog Natural approach New L2 leaner successufully complete a breif conversation

Open ended group work rapid reading free write Normal conversational exchanges of some length

A SOCIAL CONSTRUCTIVIST MODEL:

LONGS INTERACTION HYPOTHESIS

 Interaction and input are two major players in the process of acquisition basis : Practicing grammatical structure and other language forms, conservation and other interactive communication

The Interaction Hypothesis

SLA takes place through conversational interaction. Long (1983) argued that modified interaction is the necessary mechanism for making language comprehensible. What learners need is not necessarily simplification of the linguistic forms but rather an opportunity to interact with other speakers, working together to reach mutual comprehension.

Research shows that native speakers consistently modify their speech in sustained conversation with non-native speakers.

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The Interaction Hypothesis

Longs original formulation (1983) of the Interaction Hypothesis: 1. Interactional modification makes input comprehensible; 2. Comprehensible input promotes acquisition; Therefore, 3. Interactional modification promotes acquisition.

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The Interaction Hypothesis

Modified interaction involves linguistic simplifications and conversational modifications.

Examples of conversational modifications:

elaboration, slower speech rate, gesture, additional contextual cues, comprehension checks, clarification requests, and self-repetition or paraphrase. Research has demonstrated that conversational adjustments can aid comprehension in the L2.

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The Interaction Hypothesis

Longs revised version (1996) of the Interaction Hypothesis: - more emphasis is placed on the importance of corrective feedback during interaction. - negotiating for meaning is seen as the opportunity for language development.

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