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Input hypothesis
Learning a conscious learning process in which learners attend to form, figure out rules, and are generally aware of their process.
Fluency in second language performance is due to what we have acquired, not what we have learned. Conscious learning process and subconscious acquisition process are mutually exclusive.
It is a device to watch ones input, for editing and making alterations or correction
An important condition for language acquisition to occur is that the acquirer understand input language that contains structure a bit beyond his current level of competence.
Complex behaviour is composed of simple modular (i.e. self contained) processes Component processes can be isolated and studied independently of other process
Processes take time, therefore predictions about reaction time can be made.
Automatic Processes
Relatively permanent Processing of more accomplished skills Able to manage a lot of information simultaneously.
Learners first resort to controlled processing in the L2. This requires a lot of attention from the learner and is constrained by the limitations of the short-term memory (STM)
Through repeated activation, sequences first produced by controlled processing become automatic and are stored in long-term memory. This means they can be rapidly accessed whenever the situation requires it with minimal attention on the part of the learner. Automatic processes can, therefore , activate complex cognitive skills simultaneously. However, such automatic skills are difficult to delete or modify once acquired.
Learning is a movement from controlled to automatic processing via practice. When his shift occurs, controlled processes are freed to deal with higher level processing (i.e. integration of more complex skill clusters). It is necessary for simple skills and routines to become autonomic before more complex ones can be tackled. This explains the incremental nature of learning.
It has been shown that these negotiations involve both linguistic and interactional modifications which together offer repeated opportunities to notice aspects of target language form.
It has been shown that NNS participants in negotiations for meaning can attend to, take up and use language items made available to them from their NS contributors.
It has been shown that learners receiving certain types of explicit instruction relating to particular target language structures perform significantly well when later tested on those structures.