from models to methods: linking l1 and l2 theory to web-based learning
DESCRIPTION
From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning. Brian MacWhinney Psychology, Modern Languages, and LTI Carnegie Mellon University http://talkbank.org/slrf.ppt. Outline. L1 & L2: Similar or Different? Why is L2 attainment so variable? - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/1.jpg)
1
From Models to Methods: Linking L1 and L2 Theory to
Web-Based Learning
Brian MacWhinneyPsychology, Modern Languages, and LTI
Carnegie Mellon Universityhttp://talkbank.org/slrf.ppt
![Page 2: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/2.jpg)
2Unified Model
Outline1. L1 & L2: Similar or Different?2. Why is L2 attainment so variable?
• L1 learning is pretty variable too
3. The Competition Model Approach• risk factors, protective factors• competition, maps, connections, transfer,
participation• explicit / implicit learning interplay
4. Tests in the Field
![Page 3: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/3.jpg)
3Unified Model
CPH FDH
• The Critical Period Hypothesis (CPH)• central evidence for UG• evident to the "person in the street"• but it has many evidential problems.
• The Fundamental Difference Hypothesis (FDH) is more interesting
• Bley-Vroman: UG is dead• Clahsen & Felser’s shallow structure hypothesis (SSH)• Kuhl’s Perceptual Magnet• Paradis/Ullman declarative/procedural• Brain changes (Neville, Friederici)
![Page 4: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/4.jpg)
4Unified Model
FDH FSH
• The Fundamental Similarity Hypothesis (FSH)• L1 and L2 use the same cognitive and social
resources and processes• The target is the same• Competition is still the fundamental organizing
principle• What differs is the constellation of the resources
![Page 5: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/5.jpg)
5Unified Model
Competition• Competition is fundamental:
• Darwin, Edelman, Chicago Economics• Minsky, Eagleman – Society of Mind• PDP• Competition Model, Sociolinguistics
• Competition • brain areas are multifunctional• multiple pathways lead to processing
• horse races• indeterminacy• variability
• indeterminacy
![Page 6: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/6.jpg)
6Unified Model
The Classic Model circa 1987• Form-function mapping• Competition• Cue validity, reliability from corpora• Cue strength measures in experiments
![Page 7: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/7.jpg)
7Unified Model
Functions compete for formsForms compete for functions
![Page 8: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/8.jpg)
8Unified Model
Thanks to ...Elizabeth Bates
Patricia Brooks Angel Chan Antonella DevescoviMichèle Kail Beverly Wulfeck Vera KempeJared Leinbach Christophe Parisse Colleen DavyStan Smith Dan Slobin Roman TarabanJanet McDonald Hasan Taman Elena PizzutoYvan Rose Hong Li Phillip PavlikPing Li Igor Farkas Arturo HernandezMelita Kovacevic Joseph Stemberger Sanako MitsugiGordana Dobravac Klaus Köpcke Maryellen MacDonald Johannes Wagner Jeffrey Sokolov Kerry KilbornJulia Evans Natasha Tokowicz Ovid TzengYoshinori Sasaki Richard Wong Reinhold KlieglYanhui Zhang Xiaowei Zhao Yuki Yoshimura
Nora Presson Yanping Dong Anat PriorAngel Chan Yun Zhao Laura MorettCsaba Pléh Zhou JingNIH NSF MacArthur Foundation
![Page 9: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/9.jpg)
9Unified Model
Findings78 Competition Model studies in 18 languages (http://psyling.psy.cmu.edu/papers) •In adults, cue strength is determined by cue reliability•Children begin with prototypes and availability, but shift to reliability•Online processing focuses on single strong cues with later integration•Perspective taking impacts processing (mental models)
![Page 10: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/10.jpg)
10
Unified Model
Extensions• 1989: Added cue cost• 1987-2012: Online measures• 1995: Focus on dynamics of L2 learning• 2000: Links to neural processing• 2005: DevLex II• 2007: Extensions to fluency• 2010: Stress on early prototypes – Leipzig• 2010: Risks-protections model
![Page 11: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/11.jpg)
11
Unified Model
The Unified Competition ModelRisk Factors
Basis ProtectiveFactors
Basis
Entrenchment Cortical Maps Resonance Hippocampus
Misconnection White Matter Proceduralization Thalamus, BG
Parasitism Transfer Internalization + Inner Speech
Isolation Social Stratification
Participation Group Inclusion
![Page 12: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/12.jpg)
12
Competition interactive activation, Bayes
Maps entrenchment, SOM
Connectivity imaging, topological encoding
Transfer markedness, explicit feedback
Chunking fluency, proceduralization, IBPs
Resonance PDP, hippocampus, scheduling
Internalization inner speech, embodied cognition
Participation codes, groups, stratification
Component Theories
![Page 13: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/13.jpg)
13
Unified Model
Risks• First we will examine the risks that L2
learners face and their basis• Then we will examine the protective factors
and their basis• Finally, we will consider how we increase
the strength of the protective factors
![Page 14: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/14.jpg)
14
Unified Model
Risk #1: Map Entrenchment• Maps are in areas of CORTEX• Maps self-organize (SOM)
![Page 15: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/15.jpg)
Maps (Subsystems)Subsystem Area Processes TheoryAudition STG, IPG Extracting
phonemesStatistical learning
Articulation BA44, motor cortex
Targets, timing Resonance, gating
Lexicon STGRH coding
Phonology to meaning
DevLex
Syntax BA45,47 Slots, sequences Item-based patterns
Mental Models BA47, DLPFC, MTG
Deixis, Perspective Perspective, Roles
Participation Social system Topics, turn-taking Conversation Analysis
23
![Page 16: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/16.jpg)
DevLex - Ping Li
24
![Page 17: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/17.jpg)
17
Unified Model
Entrenchment
50, 100, 250, and 500 words
![Page 18: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/18.jpg)
18
L2 part-of-speech mismatches• L1 Navajo will have classifiers, discontinuous
aspect-verb, impersonal verb-adjectives, nouns decomposed into spatial relations
• Navajos learning German must deal with prepositions, phrasal verbs, gender, case, etc.
• In general L1 and L2 will not be an exact match
![Page 19: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/19.jpg)
Risk #2: Misconnection
19
Organizing Connectivity is the Brain's Basic Challenge
![Page 20: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/20.jpg)
20
Unified Model
Detail from• DTI (Schneider, MGH)• MEG underconnectivity in autism (Just,
Ghuman)• Cortico-cortical evoked potentials (CCEP) -
Bookheimer, Matsumoto, others• Gamma band coherence analysis
![Page 21: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/21.jpg)
21
Unified Model
Ten Major Fiber Pathways in the Human Brain - Schneider
![Page 22: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/22.jpg)
22
Unified Model
Connections are White Matter• Rewiring local areas is easier than rewiring
distant connections • Work on children with focal lesions, palsy• Connections emerge during embryogenesis
• A third of the brain is connections• Interaction of hemispheres is also based on
connections across the corpus callosum
![Page 23: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/23.jpg)
Connections between Maps
Somatotopic, tonotopic, retinotopic, locotopic organization works to guide connections.Receiving area must understand map of sending area.Some areas, like the thalamus, only need to relate priorities between areas. Communication also involves temporal synchronization.
10
![Page 24: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/24.jpg)
24
Wernicke-Geschwind Connection Model
65
![Page 25: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/25.jpg)
25
Hickok-Poeppel Speech Processing Model
![Page 26: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/26.jpg)
26
Competition Model• Production
• DLPFC mental models activate PT constructions• PT constructions (IBPs) gate STG lexicon• Lexicon also receives input from mental models• STG lexicon gates BA44 and motor output
• Comprehension• Auditory input activates STG lexical competition• BA45 pattern competition gated by STG input• Mental models take input from lexicon, syntax,
and conversation model
![Page 27: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/27.jpg)
27
Unified Model
Roles in Mental Models
recur
X=milkmore
object
want
action
Item-based patterns
Temporal DevLex Maps
Mental Model Roles
![Page 28: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/28.jpg)
28
Unified Model
Frontal Models – Koechlin
![Page 29: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/29.jpg)
29
Integrated processing• Production and comprehension use same
maps and connections, but in different configurations (Kempen)
• Emphasis on gating and connections, rather than movement of information
![Page 30: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/30.jpg)
30
Risks• #1-Entrenchment and #2-Misconnection• L1 maps "know" what to connect to.• In L2, maps will not align completely,
otherwise L2 learning would just be vocabulary extension.
• Major long-distance connections cannot regrow.
• Connections can become tangled during embryogenesis.
![Page 31: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/31.jpg)
31
Unified Model
Risk #3: Parasitism and Transfer
translation route
““turtle”turtle” ““tortuga”tortuga”
direct route
![Page 32: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/32.jpg)
32
Unified Model
Entrenchment and bilingualism
Simultaneous Bilingualism
LX LYbalanced
dominatesL1 L2
Successive Bilingualism
![Page 33: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/33.jpg)
33
Unified Model
The Problem• Again: If L1/L2 areas were isomorphic, L2
learning would be nothing but new vocabulary learning
• Also, fluency would not be impaired, because the connections would be smooth
• But languages mismatch radically, so parasitism leads to both negative transfer and lessened fluency
![Page 34: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/34.jpg)
34
Unified Model
Principles of TransferCompetition Model claims:
• Everything that can transfer will. • Transfer follows markedness• Transfer is strongest when mismatch cannot be detected
• Semantics and perspective transfer well (except when there are wide cultural differences as in Pirahã, Japanese).
• Phonology transfers, but not so cleanly and there must be rearranging and readjustment.
• Morphosyntax and IBP cannot easily transfer.• Unmarked FBP transfers: S + V
Marked FBP goes back to IBP: Adv + V + S
![Page 35: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/35.jpg)
35
Unified Model
Su abuela cocina/*cocinando muy bien.Her aunt cooks/*cooking very well.
L1 supports L2Tokowicz & MacWhinney 2005
![Page 36: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/36.jpg)
36
Unified Model
Tolentino & Tokowicz 2011
• Parallel structures show parallel ERPs• Different structures show different ERPs• Late AoA subjects show more attention• SSH (Clahsen) not supported, learners start
to approach native speaker ERP profiles• N400 to P600 to ELAN shifts
![Page 37: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/37.jpg)
37
Interim Summary• Maps, Connections, and Parasitism pose
Risks to L2 learners• Without reorganization, L2 will suffer from
disfluency and negative transfer• But there are Protective Factors that
can trigger successful reorganization• resonance (cortical reorganization)• proceduralization (connection reorganization)
![Page 38: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/38.jpg)
38
Protection #1: Resonance
3
Interactive Activation and GangsUnits that fire together, wire together
![Page 39: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/39.jpg)
39
Hippocampal Support
Wittenburg et al. 2002
![Page 40: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/40.jpg)
40
Unified Model
Scheduling:Graduated interval recall
Pimsleur 67
![Page 41: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/41.jpg)
41
Unified Model
Varying Consolidation Timescales
• Gaskell, Davis – overnight consolidation• Avi Karni has shown that decline in implicit
learning in adulthood is erased by naps• Rats show retrograde amnesia for days• HM and others showed retrograde amnesia
for weeks, even years (Squire TV study)• So, the hippocampus may be continually
involved in consolidation
![Page 42: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/42.jpg)
42
Resonant Methods
• Semantic field elaboration: textbook units• Morphological analysis, etymology• Mnemonics, keywords• Multiple representations: phonological and
orthographic, subtitles• Phonological recoding (script dependent)• Radical learning in CJK scripts• Staying in L2 (Internalization)
![Page 43: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/43.jpg)
43
Unified Model
Protection #2: Chunking• Lexical chunks short-circuit problems with
IFG – STG connectivity and mapping• Phrases: por lo mucho que _, it reminds
one of __• Idioms, frozen forms• Compounds, poems, rhymes
• Donau_dampf_schiff_fahrt_gesellschafts_haupt_stellvertretender_kapitän
• Rockabye baby on the tree top ...
![Page 44: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/44.jpg)
44
Unified Model
Protection #3: Proceduralization
Region 1 Region 2 Region 3
A representation
The samerepresentation
A transformedrepresentation
The transformedrepresentation
TimeRouting
Operation 1
RoutingOperatio
n 2
![Page 45: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/45.jpg)
45
Unified Model
With practice
Region 1 Region 2 Region 3
A representation
A representation thathas been processed
TimeNew
routingOperatio
n
![Page 46: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/46.jpg)
46
Unified Model
Proceduralization
![Page 47: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/47.jpg)
47
Unified Model
Acquiring Fluency• Disfluency: Omissions, errors, substitutions
stuttering• Increasing fluency by
• cutting out stages• creating a single chain
• Item-based patterns (IBPs) as the backbone• Getting timing right within IBP chain• Synchronizing with other processes• General age-related declines impact
proceduralization more than resonance
![Page 48: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/48.jpg)
48
Unified Model
Protection #4: InternalizationWe build up mental models through perspective-
taking.Comprehensible input -- L2 speaker can construct
a coherent mental model.The Communicative Approach can promote
internalizationInternalization produces whole-brain resonance
![Page 49: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/49.jpg)
49
Unified Model
Risk #4: Isolation• Insufficient comprehensible input and
output• Peer-group exclusion• Immigrant group insulation• Role entrenchment• Ascendance of international English• Work commitment
![Page 50: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/50.jpg)
50
Unified Model37
Protection #5: Participation
• Identity Theory: • identifying with the L2 culture• identifying with particular L2 members
• Extroversion/Introversion• Group alignment: Danish handball team, church membership• Immigrant sweet spot of 8-13 Cathy Caldwell-Harris
![Page 51: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/51.jpg)
51
Similar or Different?• Critical Period Hypotheses
• Procedural Deficit Hypothesis• Shallow Structure Hypothesis• UG is dead
• Unified Model • Both L1 and L2 use the same resources• What differs is the configurations of risk factors and
protective factors• Successful L2 learning is based on optimizing
protective factors
![Page 52: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/52.jpg)
52
How to maximize protection• Teachers can provide motivation,
organization, and conversation• But classrooms cannot provide
• Scheduled practice• Consistent feedback• Rich student model• Immediate link to outside world
• Modern computer systems can
![Page 53: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/53.jpg)
53
Unified Model
Language Partner
![Page 54: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/54.jpg)
54
Unified Model
PSLC Basic Skills StudiesPhil Pavlik: Chinese vocabulary optimizationYuki Yoshimura: Fluency testingColleen Davy: Fluency trainingNora Presson: French gender cuesNora Presson: Spanish conjugationYanhui Zhang: Pinyin dictation tutorHelen Yun Zhao: English article tutorLike Li: character tutorDan Walter: German case/gender cues
Brian MacWhinney: French dictation tutor
![Page 55: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/55.jpg)
55
Unified Model
Chinese Resonance
![Page 56: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/56.jpg)
56
Yoshimura - Fluency
E r r o r A n a l y s i s b y t y p e
c o m p l e x i t y = c o m p l e x
S e n t e n c e L e n g t h
Number of errors in production
0
0 .2
0 .4
0 .6
0 .8
1
4 6 8 1 0
o m i s s i o n
r e t r a c e
g r a m m a t i c a l
e r r o r
s u b s t i t u t i o n
a d d i t i o n
![Page 57: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/57.jpg)
57
Unified Model
![Page 58: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/58.jpg)
58
![Page 59: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/59.jpg)
59
Unified Model
Davy - Spanish Fluency
![Page 60: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/60.jpg)
60
Unified Model
But it is best to listen first – Potovsky (1974)
![Page 61: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/61.jpg)
61
Unified Model
Yun Zhao - English Articles
![Page 62: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/62.jpg)
62
Cue Contrast
Alice is only interested in 0 wealth.cue: 0-noncountable
Alice is only interested in the wealth of her parents.
cue: the-noncountable+PP
![Page 63: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/63.jpg)
63
Zhao - Greatest gains for explicit feedback
with transparent cues
![Page 64: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/64.jpg)
64
Explicit–Implicit Contrast• Classic implicit learning literature was
about lack of awareness• L2 learners are very much aware• So, there is no really implicit learning, only
relative degrees of explicitness• This issue can be rephrased in terms of
proceduralization
![Page 65: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/65.jpg)
65
In Progress• VILLA individual differences diagnosis
system• DOVE subtitled video system• Google Maps Tours• Working with Luis van Ahn's DuoLingo
• German, English, Spanish• 250,000 users• Best retention when formal rule diagnosis is
given
![Page 66: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/66.jpg)
66
http://talkbank.org/pslc• VILLA• Pinyin Tutor• Chinese / Spanish Vocab Tutor• Chinese Character Tutor• Article Tutor• DOVE captioned video
![Page 67: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/67.jpg)
67
From Theory To Practice• Tutors must integrate with classroom
practice• Instructors must find them valuable• Students must find them valuable• Data must allow us to further test the theory• Work with Pinyin Tutor, Spanish Tutor, and
DuoLingo show how we can collect huge amounts of relevant data
![Page 68: From Models to Methods: Linking L1 and L2 Theory to Web-Based Learning](https://reader033.vdocuments.mx/reader033/viewer/2022051517/568159d1550346895dc7213a/html5/thumbnails/68.jpg)
68
Summary• Linguistic theory maps well to the brain• Competition is central• The theory must also explain
• maps, connectivity, fluency/chunking• resonance, internalization, participation
• The model should be able to help us understand various forms of language disorder, as well as barriers to second language learning