Attention-Processing-Model语言教学

BarryMcLaughlin’sAttention-ProcessingModelSecondLanguageAcquisitionTheoryForForl8250Fall2011ByBarbaraWilliamsAboutBarryMcLaughlinPhD-Harvard,1966ProfessorEmeritusinCognitivePsychologyatUniversityofCalifornia,SantaCruzResearchinterests:secondlanguageacquisitioninchildrenandadultsServedasconsultantonbilingualeducationforCalifornia’sDepartmentofEducationServedasdirectoroftheNationalCenterforResearchonCulturalDiversityandSecondLanguageLearningNotedpublications:Second-languageacquisitioninchildhood.Volume1:Preschoolchildren(1984)Second-languageacquisitioninchildhood.Volume2:School-agechildren(1985)Theoriesofsecond-languagelearning(1987).Attention-ProcessingModelBasedonCognitiveTheorySecondlanguagelearningisamentalprocessAssumesahierarchyofcomplexityofcognitiveskillsStructuredpracticeleadstoautomatizationandintegrationoflinguisticpatternsAttention-ProcessingModelMcLaughlin'sassumptionsSecondlanguagelearningisaskillSecondlanguagelearningrequires“automatizationofcomponentsub-skills”HumanshavealimitedcapacitytomanagecontrolledprocessesSecondlanguageprocessingskillsbecomemoreefficientviaautomatizationAttention-ProcessingModelAttentiontoFormalPropertiesofLanguagesControlledAutomaticFocalPerformancebasedonformalrulelearning(CellA)Performanceinatestsituation(CellB)PeripheralPerformancebasedonimplicitlearningoranalogiclearning(CellC)Performanceincommunicationsituations(CellD)InformationProcessingPracticalApplicationsofMcLaughlin’sAttention-ProcessingModelAttentiontoFormalPropertiesofLanguagesControlled:newskillcapacitylimitedAutomatic:well-trainedpracticedskillcapacityisrelativelyunlimitedFocalIntentionalAttention(CellA)•Grammaticalexplanationofaspecificpoint•Worddefinition•Copyawrittenmodel•Thefirststatesof“memorizing”adialog•Prefabricatedpatterns•Variousdiscrete-pointexercises(CellB)•“keepinganeyeoutforsomething•AdvancedL2learnerfocusesonmodals,clauseformation,etc.•Monitoringoneselfwhiletalkingorwriting•Scanning•Editing,peer-editingPeripheral/IncidentalAttention(CellC)•Simplegreetings•Thelaterstagesof“memorizing”adialog•TPR/NaturalApproach•NewL2learnersuccessfullycompletesabriefconversation(CellD)•Open-endedgroupwork•Rapidreading,skimming•Freewrites•NormalconversationalexchangesofsomelengthFromBrown1994:285ReferencesSchulz,R.A.(1991).SecondLanguageAcquisitionTheoriesandTeachingPractice:HowDoTheyFit?.ModernLanguageJournal,75(1),17-26.Doughty,C.,&Long,M.H.(2003).Thehandbookofsecondlanguageacquisition/editedbyCatherineJ.DoughtyandMichaelH.Long.Malden,MA:BlackwellPub.,2003.Nagle,StephenJ.,&Sanders,SaraL.(1986).ComprehensionTheoryandSecondLanguagePedagogy.TESOLQuarterly,20(1),9-26.Brown,H.(1994).Principlesoflanguagelearningandteaching/H.DouglasBrown.EnglewoodCliffs,NJ:PrenticeHallRegents,c1994.