miss. mona al-kahtani. this model views second language acquisition as the building up of knowledge...
TRANSCRIPT
![Page 1: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/1.jpg)
Miss. Mona AL-Kahtani
![Page 2: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/2.jpg)
This model views second language
acquisition as the building up of
knowledge that can eventually be
called on automatically for speaking
and understanding.
Miss. Mona AL-Kahtani
![Page 3: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/3.jpg)
Segalowtiz (2003) suggested that
learners have to pay attention at first to
any aspect of the language that they are
trying to understand or produce.
“Paying attention” means using
cognitive resources to process
information.
Miss. Mona AL-Kahtani
![Page 4: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/4.jpg)
Paying attention and limitations.
Beginners and paying attention.
Proficient speakers/listeners and
paying attention.
Miss. Mona AL-Kahtani
![Page 5: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/5.jpg)
In addition, “practice” is part of the
information process model that involved
subconscious effort from the learner.
“Practice” is important for the
development of the automaticity of the
language acquisition process.
Miss. Mona AL-Kahtani
![Page 6: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/6.jpg)
Other “information process models”
have been explored by many
researchers.
Some researchers investigated the
acquisition of L2 as “skill learning”.
Miss. Mona AL-Kahtani
![Page 7: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/7.jpg)
They suggested that most learning
(including language learning) start with
Declarative Knowledge (i.e. the
knowledge of the THAT) and through
practice, this knowledge may become
Procedural Knowledge (i.e. the knowledge
of the HOW).
Miss. Mona AL-Kahtani
![Page 8: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/8.jpg)
Declarative knowledge may hinder the
performance of the skill once it is
automatized.
Second language and the knowledge
from declarative to procedural.
Miss. Mona AL-Kahtani
![Page 9: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/9.jpg)
On the other hand, changes in
language behaviors are not attributed
to “practice’ , bit to ‘restructuring’.
“Restructuring” refers to the
qualitative change in the learners'
knowledge.
Miss. Mona AL-Kahtani
![Page 10: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/10.jpg)
It may account for the sudden burst of
progress.
It may also account for backsliding (i.e.
when the systematic aspect of a
learner’s language incorporates too
much or the wrong things)
Miss. Mona AL-Kahtani
![Page 11: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/11.jpg)
Another concept from psychology is
“transfer appropriate processing”.
It suggested that information is best
retrieved in situations that are similar to
those in which it was acquired. Why?
Miss. Mona AL-Kahtani
![Page 12: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/12.jpg)
Many researchers concluded that
knowledge that is acquired through
drill activity may be easier to access on
tests that resemble the learning
activities than in communicative
situations.
Miss. Mona AL-Kahtani
![Page 13: Miss. Mona AL-Kahtani. This model views second language acquisition as the building up of knowledge that can eventually be called on automatically for](https://reader035.vdocuments.mx/reader035/viewer/2022062518/5697bf841a28abf838c86d55/html5/thumbnails/13.jpg)
On the other hand, if the learner's
cognitive resources focused on the
meaning in communicative activities,
retrieval of specific language features
such as grammatical markers may be
more difficult.
Miss. Mona AL-Kahtani