Cognitive Perspective

Output hypothesisInformation-processingFormulaic language

Initial task:What role do you think conscious attention to lexis and grammar plays in your teaching and learning context?

Issues with Krashen’s ‘thinking’

Conscious Processes

Output Hypothesis (today)

Noticing and Information Processing (today)

Social Processes

Negotiation of Meaning (last time)

Collaborative Dialogue (next time)

Lexical Processing

Formulaic language (today)

Redundancy in Language Input (last time)

FORWARD

Output Hypothesis

Swain’s Output hypothesis

The noticing/triggering function (consciousness-raising role);

The hypothesis-testing function;

The metalinguistic function (reflective role).

Information-processingbrain works like a sponge

the brain works like a muscle the brain works like a hologram

brain works like a digital computerthe brain works like a Swiss Army knifethe brain works like a nontrivial machine

your brain works like a telephone switchboardthe brain works like a social network or the internet

the brain works like a club bouncer to control what information gets inmy own brain works - like a stream-of-consciousness that I can’t turn off

Human Cognition is Information Processingor

The Brain is a Computer

The Brain is a Computer

The Brain as a ComputerJournal of Evolution and Technology. 1998. Vol. 1

When will computer hardware match the human brain?

By: Hans Moravec

ABSTRACT

This paper describes how the performance of AI machines tends to improve at the same pace that AI researchers get access to faster hardware. The processing power and memory capacity necessary to match general intellectual performance of the human brain are estimated. Based on extrapolation of past trends and on examination of technologies under development, it is predicted that the required hardware will be available in cheap machines in the 2020s.

General information-processing model

STM = short term memory (working memory)

LTM = long term memory

The magical number 7

Limited or unlimited?

Formulaic language 1I dreamt that my boy/girlfriend asked me for a flower. So... when I woke up ...

I got out

I put

I brushed

I ate

I got my

I ran to the

I got

I rode the bus

I got off the bus.

I ran into

I picked the flower for my girl/boy friend.

I was

of bed

on my clothes

my teeth

breakfast

bag

bus stop

on the bus

a field

happy

Formulaic language 2

as sharp as a ___________

as a matter of ___________

keep in ___________

let’s call it a ___________

aren’t you a ___________

at a time like ___________

a long and winding ___________

Formulaic language 3

hello...dyouwantsomejuicethen

1. Looking for starting points of chunkse.g. hellodyou dyouwan

2. Looking for end-points of chunkse.g. somejuicethen juicethen

3. Using stress and intonation patterns:e.g. hello juice (may be stressed by the parent)

4. Identifying similar sounding chunks, or parts of chunks, in different contexts

e.g. hello dyouwant then

Analysing chunks

dyouwantsomejuicethen

do you want some juice then

Low analysed High analysed

High control

Low control

For Next Week

Nassaji, H. and Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: the effect of random versus negotiated help on the learning of English articles. Language Awareness, 9/1: 34-51.