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The case for viewing the learner's knowledge of the L2 in terms of variable
competence has already been made in Chapter 4. Here I shall summarize the
Variable Competence theory proposed by Ellis (1984a). This draws on and extends
the work of Tarone (1982; 1983), Widdowson (1979; 1984), and Bialystok (1982).
It follows from this view of the process of language use that the product (i.e. the
different types of discourse) is the result of either or both of the following:
1.?a variable competence, i.e. the user possesses a heterogeneous rule system;
The Variable Competence Model of SLA claims that both (1) and (2) occur.
uurthermore, it claims that they are related.
Procedures for actualizing knowledge are of two types, which Ellis (1984a) refers
to as primary and secondary processes. Each set of processes has an external and
internal representation, referred to as discourse and cognitive processes
respectively. Primary processes are responsible for engaging in unplanned
discourse. They draw on knowledge that is relatively unanalysed and automatic.
Secondary processes come into play in planned discourse and draw on knowledge
towards the analysed end of the continuum. An example of a primary process is
u (i.e. the omission of dements from a proposition in
production). An example of a secondary process is (i.e. the editing of
language performance). An example of what is meant by discourse and cognitive
processes, semantic amplification can be accounted for as follows:
Primary and secondary processes account for how L2 learners actualize their
linguistic knowledge in discourse. They account for the variability of
language-learner language by positing that both different types of knowledge and
different procedures are involved in the construction of different discourse types.
They also account for acquisition. To explain how, it is necessary to return to what
Widdowson has to say about rules and procedures.
Widdowson argues that through using procedures, not only does the language user
utilize his existing linguistic knowledge but he also, potentially at least, creates
new linguistic rules. As Widdowson (1979: 62) puts it:
In other words, language acquisition is the result of our capacity to make sense.
New rules are created when we endeavour to use existing knowledge in relation to
the linguistic and situational context in order to create shared frames of reference.
A theory of language use is the matrix of a theory of language acquisition.
Ellis (1984a) goes one step further and suggests that SLA follows the sequence that
it does because the processes that the learner calls on to participate in discourse are
themselves developmental. That is, their prominence in SLA coincides with
different stages of development.
Thus, for instance, early SLA is characterized by the heavy use of semantic
simplification, because this is a procedure that requires little L2 knowledge. Later
procedures, such as those used to reduce reliance on shared knowledge and
non-verbal devices, by making explicit the relationship between one proposition
and another and between each proposition and its situational context (see
Widdowson (1984: 67ff), are characteristic of later SLA. Also knowledge that to
begin with is available only for use via secondary processes (because it exists only
in analysed form) can eventually be accessed by means of primary processes and
so used in unplanned as well as planned discourse. To summarize, the Variable
Competence Model proposes:
u
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The Variable Competence Model of SLA attempts to account for (1) the variability
of language-learner language, and (2) the external and internal processes
responsible for SLA. It incorporates within the same framework a theory of
language use and a theory of SLA. As it stands at the moment, the Model is in need
of development in two directions. uirst it needs to provide a more detailed analysis
of the primary and secondary processes responsible for use and acquisition.
Second, it needs to incorporate the role of input into the overall framework.
Learners do not construct discourse in isolation (at least not in face-to-face
interaction), so how input is negotiated must be considered. SLA is the result of the
exchange of linguistic information which occurs in the process of discourse
construction involving both the learner and an interlocutor.