An Integrated View of SLA

Gass & Selinker Chapter 14

Review of chapter contents

Chapters 3, 5: Native language Chapter 6: Language universals Chapter 7: UG Chapter 8: Monitor Model, Competition Model, Connectionism Chapter 9: Social and discoursal context Chapter 10: Input, interaction, output Chapter 11: Instruction Chapter 12: Nonlinguistic factors Chapter 13: Lexicon

Review of chapter contents

These approaches tell a part of the story of SLA, but none can account for everything. The authors propose a five-step approach to SLA to detail how input becomes output:
a) b) c) d) e) Apperceived input Comprehended input Intake Integration Output See diagram page 401

1. Apperceived input
Apperception = the process of understanding by which newly observed qualities of an object are related to past experiences. An internal cognitive act that involves identifying a linguistic form as being related to some prior knowledge. A priming device that prepares the input for further analysis.

Apperceived input
What makes input more noticeable?
Frequency
Very frequent, very infrequent Social distance, motivation, attitude Anchor on which to ground new knowledge Allows a learner to notice a mismatch between what is known and what is heard; become aware of changes needed Negotiation, modified input, etc. not necessary but helpful

Affect

Prior knowledge

Attention

Other factors

2. Comprehended input
Comprehended vs. comprehensible
Comprehensible input is controlled by the input provider, while comprehended input is learner driven. Comprehended input is viewed along a continuum of multiple stages of comprehension.
Semantics, structural analysis, phonology, pragmatics, etc.

Comprehended input
Comprehended vs. apperceived input
Apperception is the priming device, preparing the learner for the possibility of subsequent analysis. Comprehended input allows the analysis to proceed. Not all input that is comprehended becomes intake.
Some language is comprehended for communication purposes only, while other language is made available for analysis. (more next slide)

Input vs. Intake?

What determines comprehension?

Prior linguistic knowledge (NL, SLs, universals).

3. Intake
The process of assimilating linguistic material. The mental activity that mediates between input and grammars. Differs from apperception and comprehension in that it leads to grammar formation. Where psycholinguistic processing takes place, where incoming information is matched against prior knowledge. Where overgeneralizations and fossilizations can happen

Intake
What mediates between what is comprehended and what is used for intake?
Quality of analysis Knowledge of L1 and L2 Part of UG/language universal Hypothesis formation Hypothesis testing Hypothesis rejection Hypothesis modification Hypothesis confirmation

Intake processes

4. Integration
There are four possibilities for dealing with input, although integration is not guaranteed:
1. Hypothesis confirmation/rejection: intake allows learner to confirm or reject hypotheses and thus integrate the input into the developing system. 2. Apparent nonuse: information from intake was already present in learner grammar, so it is used for rule strengthening or hypothesis reconfirmation.

Integration (contd.)
3. Storage: input is put into storage because even though it was understood it is not clear how it should be used in the developing system; will be integrated later. 4. Nonuse: input that is not comprehended at a useful level does not become intake and is not used in any way.

Integration
Integration is a reiterative process that occurs on different levels at different times. Integration is mediated by the native language knowledge, existing L2 knowledge, language universals, attention to and noticing the mismatch, etc. Integration may be observed by changes is the output, but can also be marked by underlying changes that do not alter the output until a later stage.

5. Output

Comprehensible output is necessary for testing hypotheses. Output forces a syntactic rather than semanticonly analysis of language. Output completes the feedback loop to comprehended input. Output does not necessarily mirror the L2 grammar.
Individual differences L2 variation Mode Strength of representation

Conclusion
Learning a second/foreign language involves many complex processes in converting what is available in the input to output. A number of factors intervene in these processes, from individual differences to social and discoursal factors, to other linguistic information. Hopefully, though, you have a better idea now of how those processes work than you did 16 weeks ago

Discussion
In light of the model for SLA discussed in this chapter, what is the role of the following? Where and how do they interact with the model?
UG and language universals Transfer from the native language Self-confidence, aptitude and personality Classroom instruction

Discussion (2)
Does the model presented in this chapter make sense to you? Do you believe it to be accurate? Consider the following:
Your own SLA experience(s) What youve learned this semester You language partners experience(s) Anything that might be missing from the model?

Discussion (3)
On the next slide are some of the common beliefs about language learning that we discussed the very first week of class. Have you changed your opinion (agree or disagree) regarding these ideas? How? Why? If your answer is still the same, is it the same for the same reasons, or do you have different reasons now? Explain.

1. 2. 3.

Languages are learned mainly through imitation. People with high IQs learn languages easily. The most important factor in learning a second/foreign language is motivation. 4. The earlier you try to learn a second/foreign language, the more successful youll be. 5. Most of the mistakes second/foreign language learners make are because of interference from their first language. 6. Classroom language teachers should teach simple structures before complicated ones. 7. Learner errors should be corrected immediately to prevent the formation of bad habits. 8. Teachers should use materials that expose students only to materials which they have already studied and learned. 9. If learners interact with each other, there is a danger that they will learn mistakes from each other. 10. Some people are naturally better language learners than others. 11. It is impossible to achieve native-like pronunciation in a second/foreign language. 12. Once you learn one second/foreign language, it is easier to learn other foreign languages.