Second Language Acquisition

Theory

Barry McLaughlins
Attention-Processing
Model For Forl 8250
Fall 2011
By Barbara Williams

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
sub-skills
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

Peripheral

Information
Processing Automatic
Controlled

Performance based
on formal rule
learning
(Cell A)

Performance in a
test situation
(Cell B)

Performance based
on implicit learning
or analogic learning
(Cell C)

Performance in
communication
situations
(Cell D)

Practical Applications of McLaughlins

Attention-Processing Model
From Brown 1994: 285

Attention to Formal Properties of

Languages

Focal
Intentional Attention

Controlled: new skill capacity

limited

Peripheral/
Incidental 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

Automatic: well-trained
practicedskill capacity is
relatively unlimited

(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

References
Schulz,

R. A. (1991). Second Language Acquisition

Theories and Teaching Practice: How Do They Fit?.
Modern Language Journal, 75(1), 17-26.
Doughty, 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.
Nagle, Stephen J., & Sanders, Sara L. (1986).
Comprehension Theory and Second Language
Pedagogy. TESOL Quarterly, 20(1), 9-26.
Brown, H. (1994). Principles of language learning
and teaching / H. Douglas Brown. Englewood
Cliffs, NJ : Prentice Hall Regents, c1994.