Miss. Mona AL-Kahtani

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

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

Paying attention and limitations.

Beginners and paying attention.

Proficient speakers/listeners and

paying attention.

Miss. Mona AL-Kahtani

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

Other “information process models”

have been explored by many

researchers.

Some researchers investigated the

acquisition of L2 as “skill learning”.

Miss. Mona AL-Kahtani

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

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

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

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

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

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

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