Internal Processing in SLA

INTERNAL PROCESSING

Presented by

Kartika Ajeng ARani Yusnita

Source: Language Two (Author)Heidi Dulay , Marina Burt , Stephen Krashen

Internal Processing:

Filter Organizer MonitorLANGUAGE ENVIRONMENT

Learner’s Verbal Performance

Subconsciousconscious

THE FILTERIt screens incoming language based on

what psychologists call “affect”

Motivation

Emotional states

Which target language models the learner will select

Which parts of the language will be attended to first

When language acquisition efforts should cease

How fast a learner can acquire a language

THE FILTER

MOTIVATION

• The desire to achieve proficiency in a new language in order to participate in the life of community that speaks the language

Integrative Motivation

• The desire to achieve proficiency in a new language for utilitarian reasons, such as getting a job

Instrumental Motivation

• The desire to acquire proficiency in a language or language variety spoken by a social group with which the learner identifies

Social Group Identification

MOTIVATIONHigh motivation acts to let the learner absorb a maximal amount of the

target language

Motivation acts to filter out parts of the language that are not important to

the learner

EMOTIONAL STATESThe less anxious the learner, the better language acquisition proceeds; Relaxed and comfortable

students can learn more in shorter periods of time

Relaxation# Students’ relaxed

mental state# “twilight state”

Anxiety

THE ORGANIZER

The learner’s gradual organization of the new language system

It is the “cognitive” principles : analytical and logical criteria for the organization of knowledge and behaviour

THE ORGANIZER

Transitional constructions that learner use before a structure finally acquired

The errors that systematically occur in learner speech

The common order in which mature structures are learned

Transitional Constructions

The structures learners regularly use during acquisition of a particular language structures

It the most important indicator s of the force of the organizer in controlling the language acquisition process

The development of these structures can be characterized by general linguistic principles

LEARNERS’ ERRORS

• The flawed side of learner speech or writingError•Provides data from which inferences about the nature of the language TL process can be made•Indicates which part of the target language students have most difficulty and which error types detract learner’s ability to communicate

Function

•(1) Omitting grammatical morphemes; (2) double marking; (3) regularizing rules; (4) Using archiforms; (5) Using two or more forms in random alternation; (6) misordering

Types

The Acquisition Order of Structures

SO, the Organizer…

A guide for the acquisition process, limiting what can be learned to new material that fits into the growing

organization of the new language system

A regulatory mechanism which permits the gradual and systematic growth that has been observed for L2

acquisition in natural and formal settings

The Monito

r

part of internal

system for conscious linguistic

processing

formulate sentences speech and

writing correction

Learners’ ageThe amount of

formal instruction

experiencedThe task’s

nature and focus required The individual

personality

Krashen’s Monitor

Adult verbal performance

Piaget – formal operations

(around puberty)

Formal thinker

Formal thinker

think abstractly about language

conceptualize lingusitic

generalizations

mentally manipulate

abstract linguistic

categories

construct and understand a

theory of a language

(grammar)

The scope of monitor use

Linguistictask

• Manipulation; directs the student’s attention to the linguistic operation – encourage monitoring

• Communication; focuses the student’s attention on communicating an idea rather than on the language forms

Formal

instruction

• The monitor makes conscious editing of one’s language• Subconsciously acquired grammar edit by feel

The learner’s personali

ty

• Self-confidence; anxiety level and extroversion• Empathy; less rigid person seems to learn L2 easier than

authoritarian learner• Analytical tendencies; field independent (analytical, left-

brained) and field dependent (holistic, empathic and open personality)

Foreign Language Aptitude

Phonetic coding

ability

• The ability to store new language sounds in memory• No clear relationship with the components of the organizer

Grammatic

al sensitivity

• The ability to demonstrate awareness of the syntactical patterning of sentences in a language

• Involves a conscious meta-awareness of grammar

Inductive

ability

• The ability to examine language material and identify patterns of correspondence and relationships of grammatical form

• The goal is to discover an explicit abstract set of rules