https://padlet.com/daovanphungphd/vpshwk7m5ffg Activity 3: cognitive models/hypotheses/theories en-us 2017-05-23 19:55:11 UTC 2025-10-04 10:05:30 UTC hello@padlet.com https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870564
Information Processing:
a) Gaining knowledge --> eventually become automatized

b) Paying attention (input)
*Early stages: limited to meaning: individual words and relationships between words

*Later: other aspects of language: Overall meaning of text/conversation

c) Through practice --> Automatization (fluency)

d) Purpose: communication

e) Free cognitive load: active working memory

f) Transfer-appropriate processing: context learning (similar situations), retrieve memory

g) Change declarative knowledge  to become procedural knowledge

Usage-based Learning

a) Emphasis on frequency (input: encountering specific linguistic feature)

b) More frequent and stronger connections: input exposure

c) Fewer encounters to a linguistic feature = weaker connections

d) Ability to produce specific patterns without instruction --> Exposed to the correct form repeatedly

e) Formulaic language: language is based on formulaic units/chunks

Competition Model

a) Explanation of L1 and L2 acquisition 

b) Focus on FORM + MEANING + USE 

c) Repeated exposure to linguistic features = better understanding of "cues" 

d) Importance of "cues" to be taught, as they can be different between languages 

e) Based on experience ]]> 2017-05-25 17:21:22 UTC https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870564 https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870587 Information processing: building up of knowldge that can be called automatic for speaking and understanding. retrieval of word meanings. paying attention to the context and how it becomes automatic. there is a limit to the amount of focused mental activity you can engage in at one time. through experience and practice new info because easier to process. skill learning. focus on declarative knowledge (something we already know ex: grammar rules), procedual knowledge (being able to use the knowldge) practice is key for this. 

Usage-based learning: has an emphasis on the frequency in which the learner encounters specific linguistic features in the input and the frequency with which language features occur together. connectionism.

Competition models: takes into account not only language form but also language meaning and use. this is explained through exposure. the more they were exposed to the language, the more meaning they gathered and they learned how to use cues and specific functions so this helps with relationship between words in a sentence. more exposure = more meaning, learned cues and specific functions :) ]]> 2017-05-25 17:21:30 UTC https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870587 https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870613 Information processing:
-building of knowledge for later spontaneous recall
-paying attention=use of cognitive resources to process information
-limit to cognitive resources
-info easier to process and access through practice and experience-> freeing of cognitive resources
-declarative knowledge -> procedural knowledge -> automaticity
-Proficient speakers give full attention to overall meaning because they have more cognitive resources available to understand general meaning
-SL learners spend more cognitive resources on understanding smaller units of language

Usage-based learning:
-emphasis on frequency of specific features in the input
-learners develop strong or weak connections between language features and these features within their contexts depending on the frequency at which they use or encounter them
-language learned in larger units and chunks

Competition model:
-Explains L1 and L2 acquisition of use, meaning and form
-learn to understand cues in a conversation (e.g. Word order, grammatical markers, animacy)
-need to identify cues in order to acquire a language ]]> 2017-05-25 17:21:41 UTC https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870613 https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870648 Theories of learning 

Information processing:
SLA seen as building up knowledge that can eventually be called on automatically for speaking and understanding.
-Declarative knowledge >
-Procedural >
-Automaticity 
-Tap (Transfer appropriate processing)
-Restructuring 

Usage-based:
-Emphasis placed on specific features in the input and the frequency with which language features occurs together.
-Learners develop a stronger network of associations and connections between these features. 

Competition model: 
-Takes into account language form, meaning and use.
-Learners learn to understand cues ]]> 2017-05-25 17:21:53 UTC https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870648 https://padlet.com/daovanphungphd/vpshwk7m5ffg/wish/173870697 -General theories of learning
-Language acquisition is drawing on the same process as perception, memory, categorization, generalization 

-Information processing:
model of human learning and performance. See SLA as a build up of knowledge 
*process and then produce* 
declaritive knowledge: knowledge that we are aware of having 
procedual knowledge: ability to use knowledge 
restructuring: burst of progress 
transfer-appropriate processing (TAP): information is best retrieved in situations that are similar to those in which it was acquired. 

-Usage-based learning:
emphasis on frequency at which learners encounter specific language features in input and how they occur together. 
language is learned in units larger than single words. 

Competition models: 
takes into account language meaning and use through exposure to multiple examples. 
(specific examples) 
Helps learners to use the cues that signal specific functions. 

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