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Understanding Memory and Processing in Second Language Acquisition

This presentation explores key concepts in second language acquisition (SLA), focusing on the roles of working memory, long-term memory, and attention in the learning process. Drawing from research by Gathercole and Baddeley, Anderson, and others, we examine input processing models, proceduralization stages, and production models. We discuss the tension between attention and automaticity, highlighting factors that influence noticing and procedural learning. Key principles for effective input processing are outlined to enhance understanding and performance in language learning.

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Understanding Memory and Processing in Second Language Acquisition

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  1. CLL lecture: L2 processing November 2004 Florencia Franceschina

  2. input working memory output long-term memory Memory Gathercole and Baddeley (1994)

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

  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)

  13. Speech errors a. Exchanges*You have hissed all my mystery lecturesYou have missed all my history lectures b. Anticipations*I's a meal mysteryIt's a real mystery c. Perseverations*give the goygive the boy d. Substitutions, additions, omissions*his rettershis letters *prich playerrich player

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

  15. Reading DeBot, K. and J. Kroll 2002: Psycholinguistics. In N. Schmitt (ed.): An introduction to applied linguistics. London: Arnold. Pp. 133-149.

  16. 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. 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.

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