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)

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. 133-149.

18. Anderson, J R. 1983. The architecture of cognition. Cambridge, MA: Harvard University Press. Anderson, J R. 1995. Learning and memory: an integrated approach. New York: Wiley. Gathercole, S. E. and Baddeley, A. 1994. Working memory and language. Hove: Lawrence Erlbaum. Krashen, S. D. 1985. The Input Hypothesis: issues and implications. London: Longman. Levelt, W. J. M. 1989. Speaking: from intention to articulation. Cambridge, MA: MIT Press. Levelt, W. J. M. 1999. 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. 83- 122. MacWhinney, B. ed. 1999. The emergence of language. Mahwah, NJ: Erlbaum. Marcus, G. F., Pinker, S., Ullmann, M.T., Hollander, M., Rosen, T.J. and Xu, F. 1992. 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. 1999. Linguistics: an introduction. New York: Cambridge University Press. Raupach, M. 1984. Formmulae in L2 speech production. In Second language productions, eds. Hans W Dechert, D Moehle and Manfred Raupach. Tübingen: Gunter Narr. Raupach, M. 1987. 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. 1989. Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118: 219-235. Schmidt, R. 1990. The role of consciousness in second language learning. Applied Linguistics 11: 17- 46. Van Patten, B. 1996. Input processing and grammar instruction. New York: Ablex.