COGNITIVE APPROACHES

1. Dichotomy

1.1. It means there are two types of knowledge for human learning.

1.1.1. L1 and L2 have different learning processes, mechanisms and knowledge.

2. Types of Knowledge

2.1. Declarative Knowledge

2.1.1. Well known as explicit or conscious knowldege, also it is referred as metalinguistic knowledge (description of language which is put into words)

2.2. Procedural Knowldege

2.2.1. This is known as implicit knowledge. We learn through the procedural system.

3. Memory Systems (Their role in L2 learning)

3.1. Theses systems are involved in learning. Children learn implicitly, unlike adults who learn through declarative system.

3.2. Declarative/Procedural model of memory, known as "The Shallow Structure Hypothesis"

3.3. Memory is central for: Establishing, storing, learning.

3.4. There is no communication between the declarative and procedural systems. They also develop apart of each other.

3.5. Semantic and pragmatic information do not asses structures in the same way as L1 learners or adults

4. L2 processing of morphosyntax

4.1. L2 learners do not process grammatical rules, due to tensions between semantic and syntactic process.

4.2. L2 learners are less sensitive than L1 speakers, they also process language for communication

4.3. Children helps themselves with syntax when learning grammar

4.4. The L1 does not mean impact on the L2, it shallows syntactic processing occurs

4.5. Morphosyntactic processing brings a combination when giving information of learning theory

4.6. Lexical items are learned and stored using declarative memory

5. Processing models, Explicit knowledge and information processing

6. CHAPTER 5

7. Skill Acquisition

7.1. Stage 1: Cognitive, declarative. Learners establish the explicit knowledge inlcuding teacher's information, this must include an abstract description and concrete examples.

7.2. Stage 2: Associative, procedural, practice. We use procedural knowledge which is the information about how to do something and the skilles are perfomed.

7.3. Stage 3: Autonomous, automatic or production. Extensive practice is necessary to decrease the time to perform a skill and the amount of attention required. Performance improves rapidly.

8. Imput-based emergentist perspectives

8.1. Emergentist

8.1.1. research that shows L2 learning is bottom up

8.2. Input-related factors

8.2.1. Frequency

8.2.2. Salience

8.2.3. Redundancy

8.2.4. Lexical/semantic context

8.3. Associative learning

8.3.1. Ideas and experiences reinforce one another

8.3.2. These mechanisms and methodologies are adopted from cognitive psychology

8.4. Frequency and salience of target features of L2 input learner related mechanism

8.4.1. When there is a stimulus or a frequent input occurs-the more likely there will be learning

8.4.2. When a feature in input is redundant

8.5. L1

8.5.1. Overshadowing can lead to selective attention known as attention blocking

9. CHAPTER 4

10. Learners discover cues to work with words realationships. Learning takes place by general cognitive mechanisms, social evidence and neurolinguistic evidence. Learners become senstive to the contribution of different language features to the interpretation of meaning

11. Processing-based perspectives

11.1. Focus on determining the nature of the logico-mathematical processes that occur in the brain during L2 learning acquisition

11.2. L1 is the based for how languge is processed

11.3. L2 leaning is the restructuring of interlanguage in ways that can be processed

11.4. Language input is received by the brain and it is analyzing

11.5. Mostly focused on L1 but L2 interest is increasing

12. Evaluation of implicit, cognitive aproaches

12.1. The role of general, innate learning mechanisms in second language acquisition

12.2. Increasing interconnections between cognitive and other approaches

12.3. Classroom activities can be manipulated to increase input frequency

12.4. Implicit learning is knowledge that the learner acquired without intent but it is difficult to determine if leraning is implicit