Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.

1. Dr. Simon Phipps
dr.simon.phipps@gmail.com
Session 11-12:
Cognitive Processes of L2 Learning
1. Introduction & feedback from yesterday
2. Psycholinguistic Processes of L2 Learning
3. Working Memory and Long-Term Memory
4. Implications for teaching and learning

2. PSYCHOLINGUISTIC PROCESSES OF
LEARNING
Human beings are limited in their capacity to consciously
attend to more than one task at a time
Memory
speed
Memory is unlimited
Processing capacity is limited
we cannot attend to all language
 some language is automatic




otherwise we could not operate in real time
fluency = when language becomes automatic
= we know which word is going to come next

3. PSYCHOLINGUISTIC PROCESSES OF
LEARNING
Dual-coding system
Rule based system
R
E
Rules

Most language we use is not new


Exemplar-based system
Examples of language
• Individual words
• Chunks of language
we use rules only when we need to, as most language we use is automatic
Working memory vs LTM
the more we use language, the more automatic it becomes
 the more automatic it becomes, the less we need to consciously think of
rules


L2 learners typically need the rule system more;
 because they don’t have enough exemplars stored
 so, they are less fluent
from Skehan, P. (1998). A Cognitive Approach to Language Learning. Cambridge: OUP.

4. PSYCHOLINGUISTIC PROCESSES OF
LEARNING
Stages of processing;
Input processing
Central processing
Output processing
noticing
restructuring
proceduralisation

5. INPUT PROCESSING MODEL FOR LANGUAGE
more
input
input
lost
input processing
noticing
noticing
the gap
renoticing
central processing
intake
restructuring
forgotten
recall &
rehearsal
output processing
use
proceduralisation

6. INPUT PROCESSING 1
Importance of attention
Noticing
(Schmidt)
 frequency
 importance
 instruction
 processing ability
 readiness to notice
 task demands
Implicit vs Explicit Learning
 noticing by the learner
 noticing for the learner
Consciousness
 attention
 awareness
 control

7. INPUT PROCESSING 2
Noticing is influenced by;
 - input
- existing knowledge systems
 - processing capacities

Meaning takes precedence over form



can only attend to form if resources are free
how to notice unstressed grammar? (articles, prepositions,
auxiliaries)
can notice from own output
Conscious noticing vs unconscious noticing



we sometimes recall language we do not remember learning
analytic learners may be good at noticing input
memory-oriented learners may need lots of exemplars

8. Psycholinguistic processes in language use & language learning
Input qualities
• frequency
• importance
• focused input
Learner qualities
• Readiness
• Proc. ability
Working
memory
noticing
output
Task demands
Task demands
Long term
memory
Adapted from Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: OUP. p52

9. CENTRAL PROCESSING
Sleep, REM, Dreams and Restructuring
Dual coding system

Rule-based/Exemplar-based
Construct rules by
 consciously noticing
 unconsciously analysing exemplars, then restructuring
L2 network involves;
 UG? (if still available)
 Restructuring (McLaughlin)
 reorganising
Interlanguage, reforming hypotheses
 Accumulation
of chunks
Interaction of WM and LTM

10. LTM
Working memory
Language processing
• comprehension
• production
Input qualities
Consciousness ?
Teacher
guidance
noticing
Long term memory
Rule-based system
Task demands
Exemplar-based system
Schematic knowledge
Readiness
Adapted from Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: OUP.
p57

11. OUTPUT PROCESSING
Declarative knowledge
Procedural knowledge?
Proceduralisation

automatic use of language in real time
3 explanations for proceduralisation;
Routinisation
 Restructuring
 Instance-based approach

(Anderson)
(McLaughlin)
(Skehan, Schmidt)
Competition for available resources between;
accuracy
fluency
complexity
accuracy
fluency
complexity
(Skehan)

12. IMPLICATIONS FOR TEACHING AND
LEARNING
Not enough resources to process all input
 meaning is prioritised over form
Therefore need to engineer form-focus
 help noticing
 manipulate input
 help restructuring
 consciousness-raising
 help proceduralisation
 planning time
 activate schemata
rules
exemplars
Aptitude
phonemic coding ability
language analytic ability
memory
input
central
output
Learners need to create a network with lots of connections
which can be accessed as automatically as possible