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CLL Session 5: L2 Processing LAEL, Lancaster University Florencia Franceschina.

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Presentation on theme: "CLL Session 5: L2 Processing LAEL, Lancaster University Florencia Franceschina."— Presentation transcript:

1 CLL Session 5: L2 Processing LAEL, Lancaster University Florencia Franceschina

2 Memory Gathercole and Baddeley (1994) working memoryinputoutput long-term memory

3 Memory J.R. Anderson (1983, 1995) declarative memory working memory production memory outside world

4 Attention vs automaticity There is a tension between – Attention to rule and form – Memory

5 Consciousness Attention Awareness Control

6 Noticing (Schmidt, 1990) Factors influencing noticing: – Frequency – Perceptual salience – Instruction – Processing ability – Readiness – Task demands

7 Stages of proceduralization (Raupach, 1984, 1987) 1) Cognitive stage 2) Associative stage 3) Autonomous stage

8 Measures of proceduralization (Grosjean and Deschamps, 1972) Speaking rate Articulation rate Phonation/time ratio MLU

9 Representation models Rule-based (Reber, 1989) Exemplar-based (MacWhinney, 1999) Dual-mode (Marcus et al., 1992)

10 Input processing models of SLA Comprehension-based models – Krashen (1985) Processing-based models – Van Patten (1996) – Schmidt (1990)

11 Input Processing Principles (Van Patten, 1996) Principle 1: learners process input for meaning before they process it for form Principle 2: For learners to process form that is not meaningful, they must be able to process informational or communicational content at no or little cost to attentional resources Principle 3: Learners possess default input processing strategies

12 Production models Levelt (1989, 1999)

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15 Speech errors a. Exchanges *You have hissed all my mystery lectures You have missed all my history lectures b. Anticipations *I's a meal mystery It's a real mystery c. Perseverations *give the goy give the boy d. Substitutions, additions, omissions *his retters his letters *prich player rich player

16 Lexical decision task Source: Gough and Cosky (1977: 278), cited in Radford et al. (1999: 235)

17 Reading DeBot, K. and J. Kroll 2002: Psycholinguistics. In N. Schmitt (ed.): An introduction to applied linguistics. London: Arnold. Pp

18 Anderson, J R The architecture of cognition. Cambridge, MA: Harvard University Press. Anderson, J R Learning and memory: an integrated approach. New York: Wiley. Gathercole, S. E. and Baddeley, A Working memory and language. Hove: Lawrence Erlbaum. Krashen, S. D The Input Hypothesis: issues and implications. London: Longman. Levelt, W. J. M Speaking: from intention to articulation. Cambridge, MA: MIT Press. Levelt, W. J. M Producing spoken language: a blueprint for the speaker. In The neurocognition of language, eds. Colin M Brown and Peter Hagoort. Oxford: Oxford University Press. Pp MacWhinney, B. ed The emergence of language. Mahwah, NJ: Erlbaum. Marcus, G. F., Pinker, S., Ullmann, M.T., Hollander, M., Rosen, T.J. and Xu, F Overregularization in language acquisition. With commentary by Harald Clahsen. Monographs of the Society for Research in Child Development 57, 4 (Serial no. 228). Radford, A., Atkinson, M., Britain, D., Clahsen, H. and Spencer, A Linguistics: an introduction. New York: Cambridge University Press. Raupach, M Formmulae in L2 speech production. In Second language productions, eds. Hans W Dechert, D Moehle and Manfred Raupach. Tübingen: Gunter Narr. Raupach, M Procedural learning in advanced learners of a foreign language. In The advanced language learner, eds. J Coleman and Richard Towell. London: AFLS/SUFLRA/CILT. Reber, A Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118: Schmidt, R The role of consciousness in second language learning. Applied Linguistics 11: Van Patten, B Input processing and grammar instruction. New York: Ablex.


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