Cognitive/Information Processing & SLA

The Cognitive Model & Second Language Acquisition

The cognitive view looks at language learning like any other learning event in life -- learning chemistry, History, football, car maintenance or a language. It's all the same.

Learning is viewed as the processing of concepts in the working memory, which is where encoding takes place. Encoding is the when we try to make sense of incoming concepts (also known a Stimuli). The working memory is the place where we process and connect new ideas to our existing schema -- this is why it is called the working memory: There is work being done on a new concept as we try to either assimilate the new idea or accommodate for the new idea. Assimilation means that the new concepts match with existing schema, which makes learning easy. Accommodation means that learners go through disequilibrium (difficulties) and must make changes to their existing schema to fit the new concept. This makes learning more difficult. In other words, the learner must change the way she thinks to make room for new ideas.

http://usablealgebra.landmark.edu/instructor-training/working-memory-attention-executive-function/

Look at the diagram to see the characteristics of the working memory. I often think of the working memory as a construction zone because this is where work is being done.

Here is an example of a language disequilibrium.

Students are taught that were is used for a past tense.

e.g. - Last week we were in Abu Dhabi.

However, when we teach conditional sentences, a new rule for were is given.

e.g. - If I were you, I would go to Abu Dhabi. (This sentence is not in the past)

This causes a problem for the learners because they are receiving input that is different to their previous knowledge (schema). And, through practice, students will make room for this new use of were and make it part of their language schema.

For a language teacher this means that we give language input along with practice of the language. Lots of authentic language use and guided practice are helpful so the new language will go from the working memory into the long-term memory. This idea of having meaningful and authentic practice is important because when learning is authentic and meaningful to the students it will have a better chance moving to the long-term memory. In addition, when language concepts are difficult we need to give students lots of time, practice and scaffolding so they can connect the new language to existing language. This also means for the language teacher that students can be aware of what they are learning, especially with older students.

Through practice with language features our students can gain automaticity. Automaticity is very important, especially when learning languages, because it means that a person can perform a task without a significant cognitive load, which basically means without a significant amounts of difficulty. This is what we want for our students; we want them to be able to use language fluently, which means automatically without thinking. When we think too much about our language we speak slowly and this impacts negatively on communication. The only way to achieve automaticity is through practice and processing.

If new concepts are not attached to our existing schemas, they can not actually make it to the long-term memory. According to the cognitive view if a concept does not make it to the long-term memory learning did NOT take place. The new concept will be forgotten. It is through processing and practicing that we actually learn something new.

Zibda of the zibda: We take a concept in(attention) try to make sense of it (encoding), work with it , practice it,(processing) connect it to our what we already know (schema), and get good at it through practice(automaticity). This is learning(long-term memory storage)according to Cognitivism.

Activities that are cognitive:

Activating language schema

Matching activities

Puzzles,crosswords

Learning strategies

Flash cards

Poster creating

Cloze activities

Vocabulary worksheets

scrambled sentences

Journals

Reflections

Mind maps/word maps

Tables to separate and categorize ideas

Flow charts to show a process

Group discussions to help understand a grammar

Drawing pictures

Analyzing/comparing/contrasting

Thinking about ways to use language structures

Writing and practicing dialogs

Guide activities for speaking and grammar accuracy.

...In general, any activity that promotes practice and processing of a language concept can be cognitive.