class notes
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Activation of syntactic information related to a lexical item (gender, countability, complements)
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Mechanisms to assemble phrases and clauses
Articulator – pronouncing the words
Activation of the phonological form of the word
The phonological form of non-selected lemmas can also be activated
Problems: TOT, slips of the tongue
Articulatory gestures for syllables are retrieved:
The basic unit of articulatory execution is syllable
Syllabary: storage of syllable programmes
Summary of Levelt’s model
Processing is incremental – bit by bit, pronouncing starts by segments, not by pronouncing the whole prepared sentence
Processing is not serial, but parallel – we are working on multiple tasks – not only on one bit, we pronounce one bit and preparing the next one – WE CAN SPEAK FLUENTLY AND FAST
Processing is modular – conceptuliazer works without input of lexical, once information has let one stage, it cannot return to that stage – you can only restart, not redo it
5. The Developing system
Linguistic environment: input/experience/exposure
Often used as synonyms
Not only input, but also output is important (Swain & Lapkin)
Zone of Proximal development =
Assimilation and accommodation
Piaget’s theory of cognitive development, Vigotzki
Tomasello – the language experience is the main feature of language learning
Input =raw linguistic data/ the language available to learners/ produced by competent users of L2
Narrowly, input is = all vocal utterances the learner has heard and comprehend (including his own) regardless of whether the utterances are produced correctly or not (Krashen’s comprehensive input hypothesis = input must be in a right amount and must be understood – necessary grammar is automatically provided => nativism)
Interactional input (Long 1983) – it is not a matter of just receiving messages, you have to be actively engaged in the conversation to learn
Usage-based theories of language acquisition (language is learnt when using the L, deny UG)
Emergentism = grammar is not given to you by UG, the grammar emerges from language usage
They both claim that all language knowledge is constructed on the basis of the input
No innate learning mechanisms
General learning mechanisms that allow to abstract regularities from the input
Input is rich – sufficient statistical information available in the input
Competition model = learning form-meaning links from the input depend on properties such as salience, frequency, transparency
Competition model and L2 development
MacWhinney: Unified competition model
adults and children have one model – no critical period for SLA, although there are important age effects
Critical period effects are due to neural network entrenchment and to competition
The most important aspect is not the timing of learning, but the quality of exposure
Languages can be learnt and taught, there ISN’T real learning/acquisition dichotomy
Sociocultural theory (Lantolf)
the source of development resides in the environment rather than in the individual