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SLA–3 Info Processing

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The document discusses Bley-Froman's Fundamental Difference Hypothesis regarding differences between child and adult second language acquisition. Specifically, it states that Bley-Froman believes adults' SLA is guided by general cognitive learning capacities rather than the domain-specific module that guarantees children's success in first language acquisition. Adults may reach a plateau in SLA that children do not, and adults never attain the same level of grammatical intuition as native speakers.

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SLA – 3 Information Processing Helena I. R. Agustien [email_address]
From UG to Information Processing ,[object Object],[object Object],[object Object]
Bley-Froman ,[object Object],[object Object]
Bley-Froman’s Fundamental Difference Hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object]
Bley-Froman’s Fundamental Difference Hypothesis ,[object Object],[object Object]
Bley-Froman’s (1989,51) Fundamental Difference Hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Bley-Froman’s hypothesis ,[object Object],[object Object],[object Object],[object Object]
Contradicting Findings ,[object Object],[object Object],[object Object]
L2 Grammar L2 Grammar L2 Grammar L1 Grammar No access to UG General Cognitive Mechanism Partial Access UG Direct Access UG
Recall Krashen’s hypotheses ,[object Object],[object Object],[object Object]
Recall Krashen’s hypotheses ,[object Object],[object Object]
Merill Swain (1985, 1993, 1995) ,[object Object],[object Object],[object Object]
Merill Swain (1985, 1993, 1995) ,[object Object],[object Object],[object Object]
Swain’s three functions ,[object Object],[object Object],[object Object]
Call for Cognitive Approach ,[object Object],[object Object]
Long (1997) (In response to Firth and Wagner criticism) ,[object Object],[object Object],[object Object],[object Object]
Long’s Interaction Hypothesis (IH) ,[object Object],[object Object]
Long’s Definition of IH ,[object Object]
Studies on Interactional Hypothesis ,[object Object],[object Object],[object Object]
Studies on recast ,[object Object],[object Object],[object Object],[object Object]
Van Patten (Cognitive Psychology) ,[object Object],[object Object],[object Object]
Van Patten’s 3 principles (1996) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Van Patten’s 3 principles (1996) ,[object Object],[object Object],[object Object]
Van Patten’s 3 principles (1996) ,[object Object]
Lexical Vs Grammatical Meanings ,[object Object],[object Object]
Lexical Vs Grammatical Meanings ,[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object]
Three Sets of processes in SLA and use ,[object Object],[object Object],[object Object],[object Object],[object Object]
Van Pattern & Cadierno 1993,227) ,[object Object]
Van Pattern & Cadierno 1993,227) ,[object Object],[object Object]
Van Patten and Language Teaching (1996, 67-69) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Van Patten and Language Teaching (1996, 67-69) ,[object Object],[object Object]
Doughty (1991) Long and Robinson (1998) ,[object Object],[object Object],[object Object]
Gass and Selinker (2001) ,[object Object],[object Object]
Gass ,[object Object],[object Object]
Johnson (2004) ,[object Object],[object Object],[object Object],[object Object]
Gass and Selinker (2001,410) ,[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object]
Johnson (2004) ,[object Object],[object Object],[object Object]

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SLA–3 Info Processing

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