二语习得的认知途径.pdfVIP

Cognitive Approaches to SLA Property Theories  UG is a property theory  It serves as a model of linguistic knowledge  UG sees grammar as a unique module of the mind  IL grammars are autonomous systems, separate and distinct from both the L1 and L2 systems  Is UG concerned with competence or performance? Transition Theories  Studies in UG and Typological Universals are more concerned with what is the state of a learner’s knowledge than the mechanisms that encode knowledge  Other theories draw on insights from cognitive psychology to answer like:  How is knowledge acquired?  How is it stored?  How is linguistic knowledge accessed in real time? Cognitive theories of language  There are different “camps” within cognitive approaches to language and language acquisition A. Language is a modular system, constrained by principles unique to language (i.e., UG), but other more general principles of learning and cognition encode, store, and access that knowledge • Towell and Hawkins (1994) • Pienemann (1998) B. Linguistic knowledge is not modular, and merely is a reflex of other highly complex cognitive and associative mechanisms • Tomasello (2003) • MacWhinney (1999) Information Processing  We will look at two general models of information processing, and then look at how Towell and Hawkins have used these to describe the development of L2 fluency  McLaughlin’s information processing model  Anderson’s ACT* model McLaughlin’s approach  SLL is the acquisition of a complex cognitive skill that must progress from controlled processing to automatic processing  Controlled processes  Often involve new information or tasks  Draw substantially on highly limited cognitive resources  Constrained by short term (working) memo