Where is Cognition?

1994 ◽  
Vol 16 (2) ◽  
pp. 231-242 ◽  
Author(s):  
John H. Schumann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Research Strategy ◽  
Appraisal System ◽  
Affective Filter ◽  
Neural Processes ◽  
Affect And Cognition ◽  
The Brain

This paper argues that the brain is the seat of cognition, that cognitive processes are neural processes, and that, in the brain, affect and cognition are distinguishable but inseparable. This perspective allows a reconceptualization of the affective filter in terms of the brain's stimulus appraisal system, which interacts with cognition to promote or inhibit second language acquisition. A research strategy is proposed for investigating these ideas.

scholarly journals An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

2016 ◽  
Vol 4 (1) ◽  
pp. 53 ◽  
Author(s):  
Zahra Mahdikhani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Affective Filter ◽  
Strategy Model ◽  
Language Exposure ◽  
Reinforcement Model ◽  
Knowledge Communication

<p>The importance of the learner's attitudes and motivation plays a major role for most psycholinguists, either in a language learning situation or in a second language acquisition context. A quick look at the major theories of language acquisition can be helpful to establish this. Krashen's monitor model argues attitudes and motivation most influential in unconscious language acquisition. The learner's motivational level acts as an affective filter on language intake (Krashen 1981, p. 102). In another model language learning begins when the learner feels motivated to communicate something to someone (see Carroll's conscious reinforcement model, 1981). Reinforcement takes place when the desired end is obtained. Bialystok's strategy model (1978) demonstrates that it can be assumed that learners will seek language exposure only if they feel motivated. Therefore, using their explicit and/or implicit knowledge, communication will take place. This study investigates the challenges and the importance of motivation for second language learning or SL acquisition.</p>

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals A CASE STUDY OF THE EFL LEARNER’S NEEDS ANALYSIS BASED ON KRASHEN’S MONITOR THEORY

2019 ◽  
Vol 7 (8) ◽  
pp. 265-272
Author(s):  
Yunjie Huang ◽  
Yi Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Needs Analysis ◽  
Affective Filter ◽  
Main Instrument

Learners play a vital role in the process of second language acquisition (SLA). Needs analysis can realistically reflect learners’ circumstances when learning the second language. In the presented paper, one EFL learner was selected as a case to do the needs analysis, in which the interview was the main instrument for the analysis. Based on Krashen’s monitor theory, results found that, firstly, the learner’s English needs had not been met. Then, insufficient input as well as complex and an extremely high affective filter were two significant reasons for the failure of needs accomplishment. Additionally, this case study provided the suggestions responding to the specific circumstances of a high affective filter and offered the experience for the further larger-scaled studies of related needs analysis.

Second Language Acquisition: Possible Insights from Studies on How Birds Acquire Song

1988 ◽  
Vol 10 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Denise M. Neapolitan ◽  
Irene M. Pepperberg ◽  
Linda Schinke-Llano
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
First Language ◽  
Independent Learning ◽  
Sensitive Period ◽  
Song Acquisition ◽  
General Linguistic ◽  
Species Specific

Research into general linguistic and cognitive processes in humans has been aided by studies of analogous processes in animals. Studies on how birds develop their species-specific song have been of particular interest to researchers seeking to identify critical variables and universels in first language acquisition in humans. Because of recent studies onexceptionalsong acquisition, that is, time-independent. learning of second dialects or song by birds generally thought to acquire a single song during a limited sensitive period, we suggest that there also exist significant parallels between human second language acquisition and avian bilingualism. The purpose of this paper is to highlight these parallels and to demonstrate that such interspecies comparisons may provide new insights into the processes of second language acquisition.

scholarly journals Neurolinguistics Approach : A Plausible Paradigm in SLA

2014 ◽  
Vol 2 (1) ◽  
pp. 35-40
Author(s):  
Nima Shakouri ◽  
Parviz Maftoon ◽  
Ogholgol Nazari
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Related Factors ◽  
Holistic Perspective ◽  
Age Related ◽  
The Impact ◽  
The Brain ◽  
Brain Change

Second language acquisition (SLA) can contribute to the changes in the brain. The paper having a holistic perspective towards the relation between brain and language asserts that the impact of SLA on the brain change is poorly studied. Moreover, claiming that the brain change is dynamic implicates the assumption that the plasticity of the brain is not merely determined by age-related factors. In this regard, experience, in general, and SLA, in particular, has a tremendous effect on the brain change. Thus, resting on the claim that SLA is respected as software and contributes to the function of brain, the paper directs the attention towards agrammatism which attracts much attention from the researchers in neurolinguists. The article also tends to cast lights upon our perceptions towards the notion of change in the brain from the neurolinguistic perspective.

scholarly journals SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD

2019 ◽  
Vol 31 (6) ◽  
pp. 1769-1771
Author(s):  
Hristina Miteva Tanaskoska
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Critical Period ◽  
Second Language Learning ◽  
First Language ◽  
Older Learners ◽  
New Community ◽  
The Brain

Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.

Monitoring the 'Monitor': A Critique of Krashen's Five Hypotheses

2011 ◽  
Vol 2 (4) ◽  
pp. 139-146 ◽  
Author(s):  
Manmay Zafar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Affective Filter ◽  
Acquisition Device ◽  
The Way

This article discusses Krashen's Monitor Model and the attendant five hypotheses. Since its 1977 publication, Krashen, through a series of revisions, have tried to explain the way learners acquire a second language. This article closely looks at his basic premises and the criticism they have generated to better understand both the Monitor Model and its various lacunae and biases.Key words: Affective Filter; Krashen; Language Acquisition Device (LAD); Monitor Model; Second Language Acquisition (SLA).DOI: 10.3329/dujl.v2i4.6903Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.139-146

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