07 cognitivist theories
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Second Language LearningCognitivist Theories
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Cognitivist Theories
Disagreement over the importance ofLAD
– Is used in L2 (White 2003)
– Is not used in L2 (Schachter 1990 and Bley-Vroman 1983)
– For some theories it doesn ’ t really matter aboutLAD
Different approaches to what theprocess of learning/acquisirion is– Processing– Constructionist
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Cognitive anti-method
L2 learning is controlled by the learnerrather than the teacherHumans possess an innate capacity to
learn languageNo need to attend to linguistic form inorder to learn a languageClassroom language learning is not an
additive processErrors are part of the learning processL1 interference due to ignorance
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Cognitive Code Method
A clear awareness and analysis ofthe L2 would help learning itLearners need opportunities to usethe language innovatively andcreativelyThe similarities between learning L1and learning L2 can be used inlearning
‘jazzed up’ grammar – translation?
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Questions for considerationWhat does it mean to analyse orexperiment with a new language?Is there a really difference between
‘learning’ a language and ‘acquiring’ alanguage?Can the classroom ever repeat theconditions that surrounded the learning ofthe mother tongue? If not, do we have to
change our techniques in order to helplearners?
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Further developments
Children learn ‘simple’ structures then revisethem to accept complex structuresChange as restructuring rather than build up
of knowledgeL2 as skill learning:– ‘declarative knowledge’ then ‘procedural
knowledge’ Anderson and DeKeyser
Transfer appropriate learning– Language more easily remembered in situations
similar to where it was learned
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Processing approaches
Focus on how the learner processeslanguage and how this developesover timeExamples
McLaughlinAnderson
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Examples of Processingapproaches
McLaughlinControlled processing in short-term memoryAutomatic in long-term memory
AndersonCognitive – declarative knowledgeAssociative - procedural
Autonomous - procedural
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Processing approaches
Initial stage(s)– More conscious learning– Carefully constructed pattern– Learned chunk– Acquired awareness
Later stage(s)– Automatic, subconscious
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Constructivist Approaches
E.g ConnectionistSee the mind as neural networks
– The mind forms networks for the sets oflanguage that it comes across– These are reworked as alternative
patterns of networks are developed
– Language learning as associatativeprocess
– (Difficult to research)
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Reading
Ellis, R (1997) Second Language Acquisition , OUP:OxfordMitchell R and Myles F (2004) Second
Language Learning Theories , 2Ed,Hodder:LondonLightbown, P.M. and Spada, N. (2006)How Languages are Learned . 3 rd ed.OUP:Oxford
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Reading
White L (2003) Second Language Acquisition and Universal Grammar ,Cambridge: CUP
Crain, S & Lillo-Martin, D (1999) AnIntroduction to Linguistic Theory andLanguage Acquisition , Blackwell: Oxford