2. Second language learning:
The cognitive approach to SLA seeks for explanations of second language learning interms of mental representations and information processing (language as a process
Learning is a cognitive process because it is thought to involve the internalrepresentations that regulate and guide performance = selecting appropriatevocabulary, grammatical rules, and pragmatic conventions governing languageuse.
of the acquired information improvesecond language learner's performance.
Two interdependent and central notions to the cognitive perspective:
2.1 The Routinization of skills: Automacity:
The routinization of skills through practice to built a set of automatic procedures.
Long term vs. short term memory (Shiffrin & Schneider 1977).
When acquiring complex skills, the learner devices new structures for interpretingnew information and for imposing a new organization on information alreadystored (S.V.O V.S.O)The second language learner
the acquired linguistic data.
3 phases of restructuring:
The Restructuring Process (Karmiloff-Smith 1986)
Automaticity not automacity
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