SECOND LANGUAGE LEARNING: AN INFORMATION‐PROCESSING PERSPECTIVE<sup>1</sup>

McLaughlin, Barry; Rossman, Tammi; McLeod, Beverly

doi:10.1111/j.1467-1770.1983.tb00532.x

Cited by 277 publications

(166 citation statements)

References 36 publications

Supporting

Mentioning

157

Contrasting

Unclassified

Order By: Relevance

“…The fundamental point of viewing language acquisition as the acquisition of procedural skills has been made by several authors (Hulstijn, 1990;Levelt, 1978;McLaughlin, 1987;McLaughlin, Rossman, & McLeod, 1983;Schmidt, 1992). One might characterize the perspective of the above authors as the "procedural skills approach" to language acquisition.…”

Section: The Wider Context Of Processability Theorymentioning

confidence: 99%

A Unifiedapproach Toward the Development of Swedish as L2

Pienemann

Håkansson

1999

Stud Second Lang Acquis

View full text Add to dashboard Cite

This paper has two main objectives: (a) to put the vast body of research on Swedish as a second language (SSL) into one coherent framework; and (b) to test the predictions deriving from processability theory (Pienemann, 1998a, 1998b) for Swedish against this empirical database. We will survey the 14 most prominent research projects on SSL covering wide areas of syntax and morphology in longitudinal and cross-sectional studies. This survey is the first to be carried out for Swedish, and it will bring the body of two decades of research into one unified framework. We proceed in the following steps: First, a brief summary of processability theory is given. Then the theory is used to generate a unifying framework for the development of the specific L2 grammatical system (Swedish). Finally, the new framework is tested in the above-mentioned empirical studies.

show abstract

Section: The Wider Context Of Processability Theorymentioning

confidence: 99%

A Unifiedapproach Toward the Development of Swedish as L2

Pienemann

Håkansson

1999

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…Shiffrin and Schneider's view of the contrast between controlled and automatic processing has a number of possible implications for second language learning, several of which were identified by McLaughlin, Rossman and McLeod (1983): 1. Complex skills such as those involved in language learning are learned and become automatic only after the earlier use of controlled processes.…”

Section: Automatic and Controlled Processingmentioning

confidence: 99%

“…However, a number of learning mechanisms for the development of cognitive skills in general have been proposed in the psychological literature, several of which have been cited in the second language literature as plausible explanations for the development of fluency. These include the mechanisms underlying the notion of automaticity as developed by Shiffrin and Schneider (1977) and applied to U learning by Levelt (1977) and by McLaughlin, Rossman, and McLeod (1983); the mechanisms of proceduralization, composition, generalization, discrimination and strengthening proposed in Anderson's ACP theory of cognition (Anderson, 1982(Anderson, , 1983); Bialystok's dimension of 11 COntrol" (Bialystok, 1990a(Bialystok, , 1990b; the notion of restructuring as developed by Cheng (1985) in psychology and applied to L2learning by McLaughlin (1990); recent proposals for the redefinition of automaticity as retrieval from memory, in both instance theory (Logan, 1988a(Logan, , 1991Logan & Stadler, 1991) and associative strength theories (MacKay, 1982;Schneider, 1985); and chunking theories (Newell, 1990;Servan-Schreiber & Anderson, 1990). I will discuss each of these proposals in turn, first presenting and explaining the theoretical constructs and the proposed learning mechanisms, next considering how the theory has been or could be applied in the field of SLA, and finally providing an evaluation of the proposed mechanisms in terms of both their current status within cognitive psychology and their relevance to our understanding of second language fluency and how it develops.…”

Section: Psychological Learning Mechanismsmentioning

confidence: 99%

Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

311

187

View full text Add to dashboard Cite

Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

show abstract

“…As claimed before, one possible explanation for this finding is the fact that as L2 proficiency level increases, knowledge of the language becomes more automatized requiring thus less attentional resources from working memory to be executed. According to infor mation processing models, ROSSMAN;McLEOD, 1983;HULSTIJN;HULSTIJN, 1984;BIALYSTOK, 1994;), L2 learning involves the development of a cognitive skill that requires practice and attentional resources to develop HEREDIA, 1996).…”

Section: Does Working Memory Capacity Vary According To Proficiency?mentioning

confidence: 99%

Efl speech production: exploring the relationship between working memory capacity and profciency level

Prebianca

2013

Signum: Estud. Ling.

View full text Add to dashboard Cite

Abstract:The present study explores the relationship between working memory capacity (WMC) and proficiency level in EFL 1 speech production. Forty-one participants performed two WMC tests -the Speaking Span Test in L1 and in L2. The statistical analysis indicated both a variation on WMC scores in L2 as a function of proficiency as well as a difference between WMC scores in L1 and in L2. Findings are explained mainly in respect to the interplay between automatic and controlled processes on memory retrieval and on the development of L2 proficiency. Key-words: EFL speech production. Working memory capacity. Proficiency level.Resumo: O presente estudo explora a relação entre capacidade de memória de trabalho (CMT) e nível de proficiência na produção oral em língua estrangeira. Quarenta e um participantes desempenharam dois testes de CMT -o teste de amplitude oral em L1 e em L2. A análise estatística indicou uma variação nos índices de capacidade de memória de trabalho em ambas as línguas. Os resultados são explicados levando-se em conta a interação entre 216 SIGNUM: Estud. Ling., Londrina, n. 16/2, p. 215-245, dez. 2013 processos controlados e automáticos na recuperação de itens da memória e o desenvolvimento da proficiência em L2. Palavras-chave: Produção oral em língua estrangeira. Capacidade de memória de trabalho. Nível de proficiência.

show abstract

SECOND LANGUAGE LEARNING: AN INFORMATION‐PROCESSING PERSPECTIVE¹

Cited by 277 publications

References 36 publications

A Unifiedapproach Toward the Development of Swedish as L2

A Unifiedapproach Toward the Development of Swedish as L2

Psychological Mechanisms Underlying Second Language Fluency

Efl speech production: exploring the relationship between working memory capacity and profciency level

Contact Info

Product

Resources

About

SECOND LANGUAGE LEARNING: AN INFORMATION‐PROCESSING PERSPECTIVE1

Cited by 277 publications

References 36 publications

A Unifiedapproach Toward the Development of Swedish as L2

A Unifiedapproach Toward the Development of Swedish as L2

Psychological Mechanisms Underlying Second Language Fluency

Efl speech production: exploring the relationship between working memory capacity and profciency level

Contact Info

Product

Resources

About

SECOND LANGUAGE LEARNING: AN INFORMATION‐PROCESSING PERSPECTIVE¹