cts-academic: module 2 session 9 cognitive processes
DESCRIPTION
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.TRANSCRIPT
Session 11-12:
Cognitive Processes of L2 Learning
1. Introduction & feedback from yesterday
2. Psycholinguistic Processes of L2 Learning
3. Working Memory and Long-Term Memory
4. Implications for teaching and learning
Dr. Simon [email protected]
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PSYCHOLINGUISTIC PROCESSES OF LEARNING
Human beings are limited in their capacity to consciously
attend to more than one task at a time
Memory
Memory is unlimitedProcessing capacity is limited
we cannot attend to all language some language is automatic
otherwise we could not operate in real time fluency = when language becomes automatic = we know which word is going to come next
speed
PSYCHOLINGUISTIC PROCESSES OF LEARNING
Dual-coding system
Most language we use is not new we use rules only when we need to, as most language we use is
automatic
Working memory vs LTM
the more we use language, the more automatic it becomes the more automatic it becomes, the less we need to consciously
think of rules
L2 learners typically need the rule system more; because they don’t have enough exemplars stored so, they are less fluent
E
R
Rule based systemRule based system
RulesRules
Exemplar-based systemExemplar-based systemExamples of languageExamples of language
• Individual wordsIndividual words• Chunks of languageChunks of language
from Skehan, P. (1998). A Cognitive Approach to Language Learning. Cambridge: OUP.
PSYCHOLINGUISTIC PROCESSES OF LEARNING
Stages of processing;
Input processingCentral processing
Output processing
noticing
restructuring
proceduralisation
INPUT PROCESSING MODEL FOR LANGUAGE
noticing
restructuring
proceduralisation
input
intake
use
input processing
central processing
output processing
lost
forgotten
renoticing
recall & rehearsal
more input
noticing the gap
INPUT PROCESSING 1Importance of attention
Noticing (Schmidt) frequency importance instruction processing ability readiness to notice task demands
Implicit vs Explicit Learning noticing by the learner noticing for the learner
Consciousness attention awareness control
INPUT PROCESSING 2
Noticing is influenced by; - input - existing knowledge systems - processing capacities
Meaning takes precedence over form can only attend to form if resources are free how to notice unstressed grammar? (articles, prepositions,
auxiliaries) can notice from own output
Conscious noticing vs unconscious noticing we sometimes recall language we do not remember
learning analytic learners may be good at noticing input memory-oriented learners may need lots of exemplars
Psycholinguistic processes in language use & language learning
Adapted from Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: OUP. p52
noticing
Learner qualities• Readiness • Proc. ability
Task demandsTask demands
Input qualities• frequency• importance• focused input
Working memory
Long termmemory
output
CENTRAL PROCESSINGSleep, REM, Dreams and Restructuring
Dual coding system Rule-based/Exemplar-based
Construct rules by consciously noticing unconsciously analysing exemplars, then
restructuring
L2 network involves; UG? (if still available)
Restructuring (McLaughlin)
reorganising Interlanguage, reforming hypotheses Accumulation of chunks
Interaction of WM and LTM
NOTICING, WORKING MEMORY AND LTM
Adapted from Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: OUP. p57
Long term memory
Rule-based system
Exemplar-based system
Schematic knowledge
Working memory
Language processing• comprehension• production
Consciousness ?
noticing
Input qualities
Teacher guidance
Task demands
Readiness
OUTPUT PROCESSING
Declarative knowledge Procedural knowledge?
Proceduralisation automatic use of language in real time
3 explanations for proceduralisation; Routinisation (Anderson)
Restructuring (McLaughlin)
Instance-based approach (Skehan, Schmidt)
Competition for available resources between; accuracyfluency complexity (Skehan)
accuracyfluency
complexity
IMPLICATIONS FOR TEACHING AND LEARNING
Not enough resources to process all input meaning is prioritised over form
Therefore need to engineer form-focus help noticing
manipulate input help restructuring
consciousness-raising help proceduralisation
planning time activate schemata
Aptitudephonemic coding abilitylanguage analytic abilitymemory
Learners need to create a network with lots of connections
which can be accessed as automatically as possible
rules exemplars
input
central
output