Second Language Acquisition Theory

Barry McLaughlins Attention-Processing Model

About Barry McLaughlin

PhD - Harvard, 1966 Professor Emeritus in Cognitive Psychology at University of California, Santa Cruz Research interests: second language acquisition in children and adults Served as consultant on bilingual education for Californias Department of Education Served as director of the National Center for Research on Cultural Diversity and Second Language Learning Noted publications:
Second-language acquisition in childhood. Volume 1: Preschool

children (1984)
Second-language acquisition in childhood. Volume 2: School-age

children (1985)
Theories of second-language learning (1987).

Attention-Processing Model
Based

on Cognitive Theory

Second language learning is a

mental process
Assumes a hierarchy of

complexity of cognitive skills

Structured practice leads to

automatization and integration of linguistic patterns

Attention-Processing Model
McLaughlin's

assumptions

Second language learning is a skill Second language learning requires

automatization of component subskills

Humans have a limited capacity to

manage controlled processes

Second language processing skills

become more efficient via automatization

Attention-Processing Model
Attention to Formal Properties of Languages Focal

Information Processing Automatic Controlled

Performance based on formal rule learning (Cell A) Performance based on implicit learning or analogic learning (Cell C)

Performance in a test situation (Cell B) Performance in communication situations (Cell D)

Peripheral

Practical Applications of McLaughlins Attention-Processing Model

From Brown 1994: 285 Attention to Formal Properties of Languages Controlled: new skill capacity limited Automatic: well-trained practicedskill capacity is relatively unlimited

Focal Intentional Attention

(Cell A) Grammatical explanation of a specific point Word definition Copy a written model The first states of memorizing a dialog Prefabricated patterns Various discrete-point exercises (Cell C) Simple greetings The later stages of memorizing a dialog TPR/Natural Approach New L2 learner successfully completes a brief conversation

(Cell B) keeping an eye out for something Advanced L2 learner focuses on modals, clause formation, etc. Monitoring oneself while talking or writing Scanning Editing, peer-editing (Cell D) Open-ended group work Rapid reading, skimming Free writes Normal conversational exchanges of some length

Peripheral/ Incidental Attention

References
Schulz,

R. A. (1991). Second Language Acquisition Theories and Teaching Practice: How Do They Fit?. Modern Language Journal, 75(1), 17-26. C., & Long, M. H. (2003). The handbook of second language acquisition / edited by Catherine J. Doughty and Michael H. Long. Malden, MA : Blackwell Pub., 2003. Stephen J., & Sanders, Sara L. (1986). Comprehension Theory and Second Language Pedagogy. TESOL Quarterly, 20(1), 9-26. H. (1994). Principles of language learning and teaching / H. Douglas Brown. Englewood Cliffs, NJ : Prentice Hall Regents, c1994.

Doughty,

Nagle,

Brown,