Ch.8 Looking at Interlanguage Processing

1. Ch.8 Looking at Interlanguage Processing By Kelly 黃宣綺 Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York: Routledge.

2. 8.1 Introduction • Emphasis on Psycholinguistic processing: Actual processing mechanisms.

3. 8.2 connectionist / Emergentist Models • Connectionism: A cover term that includes a number of network architecture. - PDP: Parallel Distributed Processing - Activation or use. - Learning: Through exposure to repeated patterns • Frequency affect. N. Ellis andSchmidt (1997) • A function of age : less establishing connestionist pattern. (Sokolik 1990)

4. Competition Model - Conflicts between native language and target language cues and cue strengths. • Form and function cannot be separated. • Concerned with how language is used. • Speakers must have a way to determine relationships among elements in a sentence. Cue: word order / meaning and animacy / morphology * (8-1) The cows eat the grass (P.222, English / Italian) * (8-2) The grass eats the cows. (Competition) * (8-3 ~ 8-6, P.223)

5. Question: Speech-processing mechanism: NL to TL. How??? Possibilities: • L2 sentence interpretation (8-7, p.223) • Meaning-based / grammar-based • Difficulty in the interpretation: 1. L2 proficiency 2. Differences between syntax-based languages and meaning-based languages.

6. 8.3 Processing approaches • Processing mechanisms • Capacities of the human brain • How they operate when dealing L2 • 1. Processability Theory (8.3.1) 2. Information processing: automaticity, restructuring, and U-shaped learning.(8.3.2) 3. Input Processing (8.3.3)

7. 8.3.1 Processability Theory • Relies on the Concept of a linguistic processor - deal with movements. • How processor made for prediction – developmental paths that learners take. 1. Canonical order strategy. 2. Initialization/finalization strategy 3. Subordinate clause strategy (p.227) • Table 8.1 (p.228)

8. Processability Hierarchy: grammatical information. - ordering of procedures - : p.229 1. no procedure (ef. Single word utterances) 2. category procedure (eg. adding a plural morpheme to a noun) 3. noun phrase procedure 4. verb phrase procedure (e.g. movement of elements within a verb phrase) 5. sentence procedure (e.g. subject-verb agreement) 6. subordinate clause procedure (e.g. use of a particular tense based on something in the main clause)

9. Learners : to avoid the complexity of movement. e.g. (8-11) Where the cats are? (8-12) What the cat doing in your picture? (8-13) Do you have an animal? (8-14) Does in this picture there is a cat?

10. 8.3.2 Information processing: automaticity, restructuring, and U-shaped learning • Assumption of Automaticity and Restructuring: - Human beings have a limited capacity for processing. • Automaticity: To control over one’s linguistic knowledge. One must bring together a number of skills from perceptual, cognitive and social domains. • Restructuring: - The changes made to internalized representations as a result of new learning. - Additional information which must be organized and structured.

11. 8.3.2.1 Automaticity and restructuring • Automaticity: - e.g. play tennis: auto reaction to move your feet and racket. - fast, unconscious, and effortless - A consistent and rgular association between certain kind of input and some output pattern, automatization may result. e.g. Speaker 1: Hi. Speaker 2: Hi, how are you? Speaker 1: Fine, and you? Speaker 2: Fine.

12. - Role of Monitoring is important: - Pay attention to one’s speech - Through careful monitoring of one’s own speech, one can pick out successful utterances and use them as a basis for future practice. (see Crookes, 1991) - Controlled processing is another mechanism of language use. • Slower response • Various ways in which learners can “attack” the process of learning a second language. (Table 8.2)

13. Restructuring: - Which take places: 1.When qualitative changes occur in internal representation in SL 2. In the change in the use of procedures. >from “inefficient” to “efficient” 3. Table 8.3 Evidence of restructuring (restructuring takes place at Time 3)

14. 8.3.2.2 U-shaped learning • A consequence of restructuring • Three stages of linguistic use - Figure 8.1 Schema of U-shaped behavior (P.237) Stage 1: Learner produces some linguistic form that conforms to target-like norms.(i.e. error free) Stage 2: Learner appears to lose what have known at Stage 1. Stage 3: Again correct TL usage as Stage 1.

15. E.g. French learners of English among sixth, seventh, and eighth grade: - Use of ing (Figure 8.2 p.238) Grade 6: He is taking a cake. Grade 7: He take a cake. Grade 8: He is taking a cake.

16. 8.3.3 Input Processing • How learners comprehend utterances? • How learners assign form-meaning relationships? • 1. The primacy of Meaning Principle 2. The First Noun Principle • Other approaches to the processing of in input: • 1. Computational system • 2. Autonomous Induction: example-input- generalizations. • 3. Parsing system: adult – syntactic info. / children – semantic info.

17. 8.4 Knowledge types • Acquisition – Learning (8.4.1) - Acquisition: 1. Subconscious process 2. “feel” and “sound” for correctness and grammatical sentences. - Learning: 1. Conscious knowledge. 2. Being able to talk about the rules.

18. 8.4.2 Declarative / procedural - Declarative: Declarative memory underlies learning and storage of facts. (e.g. Newfoundland dogs are generally black) - Procedural: To motor and cognitive skills that involve sequencing information.

19. 8.4.3 Implicit / explicit - Implicit: 1. Acquisition of knowledge about input. 2. naturally, simply and unconscious of complex, structure processing. - Explicit: Conscious operation.

20. 8.4.4 Representation and control - Representation: the level of analysis and mental organization of linguistic information. e.g. (8-19~8-22 ,p.244) Lookit, like that. Looky, chicken. Lookit gas. Lookit four.

21. - Control: Use linguistic knowledge to control output. e.g. (8-26~8-29 p.245) I wanted him to come. I persuaded him to come. I enjoyed talking to my teacher. I stopped sending packages to my friend.

22. 8.5 Interface of knowledge types • No interface (8.5.1) • Weak interface (8.5.2) We only think about what we said when we stumble. • Strong interface (8.5.3 ) Practice is necessary to ensure that particular behaviors are quick, and with diminished attention paid to the particular task.

23. 8.6 Psycholinguistic constructs • Attention (8.6.1) - The concentration of the mental powers upon an object. - Major component: Detection - From the perspective of its differential role on different parts of the grammar (lexicon, morphosyntax, syntax) Gass, Svetics, and Lemelin (2003)

24. Working memory (8.6.2) • The structures and processes that humans use to store and manipulate information. • E.g. When you want to remember a phone number and you do not have pen and paper to write it down, you will repeat the number over and over until you can get to a phone to dial the number or can find pen and paper to write it down.

25. Monitoring (8.6.3) • Figure 8.3 Acquisition and learning in second language production. (p.253) • Three conditions: 1. Time 2. Focus on form 3. Know the rule - Self-correction is the result of monitoring.

26. 8.7 Conclusion • Psycholinguistic approaches to the study of SLA. • L2 learners organize their SL knowledge • How learner use L2 knowledge • How subsequent learning affects the restructured organization of L2 knowledge • Suggestion: move to social and contextual variables