Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
processing(1)
Second Language
Acquisition
21/10/16
Unit 8
2011 Fall
Overview
Connectionist/emergentist
models
Information processing
Knowledge types
Interface of knowledge types
Psycholinguistic constructs
Conclusion
21/10/16
Emergentist models
Referred to as constructivist
approaches with emphasis on usage.
Learning rely on the extraction of
regularities form the input.
Exemplar-based in that it is the
examples that represent in the input
that form the basis of complex
patterns and from which regularities
emerge.
21/10/16
Connectionist models
21/10/16
eat
t
e
5
21/10/16
Neuronal plausibility
Distributed representations and locus of
control
Robustness
21/10/16
Neuronal plausibility
Connectionist models mimic the behaviour of neurons
in the brain, the modification of units representing synaptic
firing that take place in learning. This is strengthening of
connections is described in the Hebbian learning rule, one of
the earliest connectionist learning rules: When an axon of
cell A is near enough to excite a cell B and repeatedly or
persistently takes part in firing it, some growth processes or
metabolic change takes in one or both cells such that As
efficiency, as on of the cells firing B is increased. Hence
connectionist modelling has been described as brainstyle
cognition (sometimes referred to as neural nets)
21/10/16
Robustness
Distributed representation systems are robust
in that partial inputs to the system can produce
appropriate outputs. The system can recognize
partial words and structures and is thus able to
mimic the filling in that listeners routinely do
in everyday communicative settings where
ambient noise often obscures or distorts what the
speaker says. This leads to what is called
'graceful degradation' in the knowledge system in
less than optimal settings.
21/10/16
10
Competition Model
21/10/16
11
Syntax
21/10/16
12
21/10/16
13
21/10/16
14
Strengths of the CM
21/10/16
16
Limitations of the CM
Narrow empirical base.
Nature of the experimental task.
21/10/16
Cue definition
17
Information processing in
SLA
Key assumptions:
> Humans are limited-capacity processors.
- capacity is a function of organization: quality
and quantity
> SLA is a cognitive skill.
- can be broken down into subskills.
example: tennis grip, footing,
stroke
Controlled
21/10/16
Automatic
Second Language Acquisition
Restructuring
18
19
Automatic processes
* slow
* effortful
*easy to alter
21/10/16
* fast
* effortless
* difficult to alter
20
* Automatization is a quantitative
factor: Get better, faster, smoother
on a skill.
* Restructuring: qualitative way in
which knowledge is organized.
21/10/16
21
Restructuring
21/10/16
22
Automaticity vs Restructuring
Automaticity
vs.
Restructuring
*quantitative
* qualitative change in the
way
* isolated subskills
* unifies subskills
*early stage of development* latter stages
21/10/16
23
Role of restructuring
21/10/16
24
100%
80%
60%
The cup broke.
______________________________________________________
13-14 15-16
16-17
17-18
18-19 19-20
20-21
age of learners
Kellerman (1984)
21/10/16
25
21/10/16
26
Language is learned
21/10/16
27
21/10/16
28
Examples of input-matching
approaches
1.
2.
21/10/16
29
21/10/16
30
L2 vocabulary size by
frequency level
Number of words recognised by frequency level and proficiency
(English L1, n = 42; Advanced ESL, n = 36;
Intermediate ESL, n = 32)
%recognised
100
90
80
70
60
ENGLISH L1
ADVANCED ESL
INTERMED ESL
50
40
30
20
10
0
2000
3000
5000
10000
Word frequency
21/10/16
31
21/10/16
32
(Stress underlined)
favors
The girl kissed the rock
The girl tapped the boy
The turtle the rock kicked.
Word order
NVN
NVN
NNV
Animacy favors
Contrastive stress
first noun
both nouns
first noun
first noun
second noun
neither
21/10/16
33
21/10/16
34
TheMonitorModel
21/10/16
35
1. The acquisition/learning
hypothesis.
21/10/16
36
21/10/16
37
21/10/16
38
2. 1 The Monitor
Hypothesis:
Conditions for use
39
21/10/16
40
GROUP I
CASE (I/me) WORD ORDER (simple sentences)
GROUP II
SINGULAR COPULA (s/is) SINGULAR AUXILIARY (s/is)
PLURAL AUX (are)
PROGRESSIVE (-ing)
21/10/16
GROUP III
PAST IRREGULAR (went) CONDITIONAL AUX (would)
POSSESSIVE (s)
LONG PLURAL (-es)
3rd PERSON SINGULAR (-s)
GROUP IV
PERFECT AUX (have) PAST PARTICIPLE (-en)
Second Language Acquisition
41
42
21/10/16
43
21/10/16
44
21/10/16
45
21/10/16
46
21/10/16
47
48
21/10/16
49
21/10/16
50
21/10/16
/acquisition is caused by
understanding? Simplified codes are
important but are they necessary?
/output not important?
/ narrow, unbalanced view that relies
only on comprehension and external
factors.
Second Language Acquisition
51
/underspecified
/how is it developed?
/adolescents should be the worst
language learners; they arent
/why doesn't it apply to L1?
21/10/16
52
21/10/16
53