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Usage-Based Language Processing Insights

The document discusses the usage-based approach to language processing in the brain, emphasizing the importance of exposure to input and cognitive effort in language learning. It introduces the concept of the Language Acquisition Device (LAD) and outlines strategies for effective language processing, including the need for students to produce output and notice gaps in their knowledge. The interaction between learners and their environment, along with feedback, plays a crucial role in developing language skills and moving through stages of interlanguage.

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26 views4 pages

Usage-Based Language Processing Insights

The document discusses the usage-based approach to language processing in the brain, emphasizing the importance of exposure to input and cognitive effort in language learning. It introduces the concept of the Language Acquisition Device (LAD) and outlines strategies for effective language processing, including the need for students to produce output and notice gaps in their knowledge. The interaction between learners and their environment, along with feedback, plays a crucial role in developing language skills and moving through stages of interlanguage.

Uploaded by

D Y
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

usage based proccessing in the brain

Exposure (input) is the first condition for language


learning.
In this input, learners pay attention to meaning first
What is LAD ‘’Children do not learn a new language but naturally, acquire it through an inborn
language device. This hypothetical device in the human brain is called a language acquisition device
or LAD.’’

[Link] / Krashen 1985

1. The student may use multiple strategies to process the language input effectively. The model
is based on a usage based approach which is also evident in the language processing in the
brain. The key terms that apply in this processing are statistical processing and cognitive
effort.

Usage-based central Teaching the Meaning;


Meaning → form → meaning
Schematic word knowledge which teaches the meaning of the materials the students are learning
Making active mental connections: create
memory traces:

Example
Summer, beach, cold drinks
= summer holiday

Cognitive effort
Students make an effort to notice and become
aware of structures.
DOING STUFF! = making use of the language
 When they see the verb form ‘’are verb + ing’’ continuously as in task repetition

1) Read for meaning,


2) Notice forms,
3) Awareness of forms.

What is the source?

Outcome= Which will develop implicit/acquired/subconscious language


knowledge?

Output
Understanding the meaning is only sufficient for the receptive skills reading and listening. However,
the student must also produce output such as speaking.
‘’pushed output’’

And

Notice the gap (the student realizes on their own that they do not know the word e.g. lack of
vocabulary)
For example if they do not know the word ‘’hair dresser’’ they might use the word haircutter
What strategy is being used?

How it affects skill development

Interaction= learning a language

You learn language when trying to make yourself understood/modifying


your language
Meaning negotiation

Feedback theory > Eleonora


2 teacher actions (400 words)

1. Language processing make it effective


2. Lower the affective filter for students
3. A third point if that’s allowed?

2. from input to output hypothesis > pushed output swan output hypothesis
(connection)

The student gets a speaking exercise to produce output

 Pushed output keyword pushed output > give them exercises to produce output
 Notice the gap
 Make mistakes and make use of multiple strategies (12)
by making mistakes and noticing the gap learners will aquire language
> evidence of usage based model because the students actually make use of the language

= interaction

After producing a message in the L2 the learner will be in one of the stages of interlanguage last
stage is interlanguage > they will develop in 4 stages total

3 different sources
Klad

Then the students move to the stage of interlanguage

Interlanguage =

4 stages include

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