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Internal Processing

This document discusses key concepts in language acquisition: (1) The filter determines what language is acquired, how fast, and when to stop learning. (2) Motivations include integrating into a community, career reasons, and social identity. (3) Emotional states like anxiety impact acquisition, with less anxiety allowing faster learning. (4) The organizer gradually structures the new language through transitional constructions, error patterns, and acquisition order. (5) The monitor enables conscious linguistic processing but its use depends on age, task, and personality, while filtering and organizing are more important for communication skills.

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mia septiani
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839 views15 pages

Internal Processing

This document discusses key concepts in language acquisition: (1) The filter determines what language is acquired, how fast, and when to stop learning. (2) Motivations include integrating into a community, career reasons, and social identity. (3) Emotional states like anxiety impact acquisition, with less anxiety allowing faster learning. (4) The organizer gradually structures the new language through transitional constructions, error patterns, and acquisition order. (5) The monitor enables conscious linguistic processing but its use depends on age, task, and personality, while filtering and organizing are more important for communication skills.

Uploaded by

mia septiani
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INTERNAL

PROCESSING
LANGUAGE AND BRAIN
THE FILTER
FILTER

It determines
(1)which target language models the learner will select;
(2)which parts of the language will be attended to first;
(3)when language acquisition effort should cease; and
(4)how fast a learner can acquire the language.
THE MOTIVATIONS
(1)Integrative motivation;
• the desire to achieve proficiency in a new language in order to
participate in the life of the community that speaks the language.
(2)Instrumental motivation; and
• the desire to achieve proficiency in a new language for utilitarian
reasons, such as getting a job.
(3)Social group identification.
• as the desire to acquire proficiency in a language or a language variety
spoken by a social group which the learner identifies.
THE EMOTIONAL STATES

The effects of various forms of anxiety on acquisition;


the less anxious the learner, the better language
acquisition proceeds. Similarly, relaxed, and
comfortable students apparently can learn more in
shorter periods of times.
THE ORGANIZER
The organizer is that part of the internal processing system that is
responsible for the learner’s gradual organization of the new language
system.

The function of the organizer reflected in three aspects of learners’


verbal performance:
1)Transitional Constructions
2)The errors that systematically occur in learner speech
3)The Acquisition Order of Structures
TRANSACTIONAL CONSTRUCTIONS

It refers to the interim structures learners regularly


use during the acquisition of a particular target
language structure.
THE ERROR

• The omission of grammatical morphemes


• The double marking of a given semantic feature
• The regularization of irregular rules
• The use of archiforms
• The alternating use of two or more forms
• The misordering of items
THE ACQUISITION ORDER OF
STRUCTURES

The organizer guides acquisition process,


limiting what can be learned to new material
that fits into the growing organization of the
new language system, and rejecting materials
which does not fit yet intro the emerging
system
THE MONITOR
• The monitor is responsible for conscious linguistic processing.
• Learners can use the linguistic knowledge they gain through
monitoring to consciously formulate sentences and to correct or
edit their speech and writing.
• Conscious processing may also underlie a learner’s use of his or
her first language structure to formulate second language
sentences in particular situations.
The degree to which the monitor is used depends on a
number of factors:
1.The learner’s age or level of cognitive development
2.The verbal task being performed
3.The learner’s personality
• Research evidence indicates that successful
acquisition of communicative skills in the new
language depends primarily on filtering and
organizing factors rather than on monitoring (which
linguists, in contrast, cannot do without).

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