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LAL learning set work week 2 - Coggle Diagram
LAL learning set work week 2
2 readings
what is language learning
Lowie/Verspoor: Langauge learning is a dynamic system, is a process rather than product; the multicausity of language learning;
Zhang: Interaction between implicit learning and explicit learning; “spontaneous, unreflecting language use is the final goal of language learning” –implicit –goal
What implications?
Lowie&Verspoor
longitudinal method
Learners might have peaks of overuse in nontargetlike forms which should not be avoided in teaching
nonlinear methods for variability analysis
there are similar sequence for all, but no one individual follows exactly
Zhang
How to create more communicative conditions?
Can we really create communicative conditions in China?
What kind of research
Lowie& Verspoor: theoretical research
Zhang: empirical research
Qs
Lowie&Verspoor
what does "pink/white/brown noise model" indicates?
What is variation? What is varialbility? What are the differences?
Zhang's questions listed in implication part
research conduction
Lowie& verspool: literature review, discuss
Zhang: collect data through experiment (EIT, TGJT, UGJT,MKT)
UG(Universal Grammar)
Hypothesis
Universal linguistic principles
the mental structures/innate representation of language in the brain
principles (universals) and parameters (variations in structure)
LAD(language acquisition device)
access to LAD
partial (indirect) access
full (direct) access to LAD (generative SLA)
no access
Performance (practice; explicit instruction)
competence (mediation via L1 LAD)
competence and performance
Language knowledge
Implicit Language knowledge
knowledge of language that is intuitive and procedural. It often underlies communicative competence
“an intuitive feeling for what is correct and acceptable” (Bialystok, 1981, cited in Sharwood Smith, 1981, p. 159).
Formulaic- formulaic knowledge is knowledge of internalized expressions like “how are you” and “nice to meet you,” which are also described as unanalyzed chunks.
Rule based - rule-based knowledge is knowledge of internalized rules, for example, the rules governing the use of the third person and the plural marker -s .
Hulstijn ( 2002 ) argues that, in
fluent speakers, L2 knowledge is mostly implici
t. Accordingly, there seems to be consensus that the development of implicit knowledge is the
ultimate goal of L2 acquisition
(Doughty, 2003 ).
Explicit linguistic knowledge
Knowledge of language that is intuitive and procedural. It often underlies communicative competence
Analysed knowledge refers to knowledge regarding L2 items and structures of which the learner has metalinguistic awareness (R. Ellis, 2008b )
metalanguage is language used to describe languagewhich can entail technical (e.g., “the most typical semantic role of a subject is agentive,” Quirk & Greenbaum, cited in R. Ellis, 2008a , p. 144) or semitechnical terminology
Difficulty in measuring explicit and implicit knowledge
One difficulty in measuring the two types of knowledge is, as proposed by Bowles ( 2011 ) and mentioned previously, that learners’ “interlanguage contains both types of knowledge” (p. 248)
.
The Relationship between Implicit and Explicit L2 Knowledge: Interface Positions
The noninterface position
The Strong Interface Position
The Weak Interface Position
The Psycholinguistic Approach
Hypothesis
Associative functionality of language drives the emergence of complex representation.
Memory System
Declarative
Developmental sequence L2 input (button-up processing)
Tacit knowledge + controlled processing (intake)
Procedural
Attention (frequency, salience) ; Automatic processing (fluency)
Output: notice gaps; test hypotheses; reflection
Cognitive Theories
Emergentism: language input; salience and prominence (rule-like regulations that we see in the associations that are acquired during language usage).
Connectionism: dynamic model; increasing strength of association
Learning is Learning: a functional-developmental, usage-based perspective
Constructivist view: human experience; input via sense
Practice
Input Enhancement: force attention; noticing
Processability / Teachability: readiness