competition-model

InternalFactorsinSLA1.Introduction2.TheoreticalFramework3.CompetitionModelandSLA4.AdvantageandDefect5.Conclusion1.IntroductionThecompetitionModelisproposedbyMac-Whinney,BatesandKligell.Likeotherfuncitionalistmodels,theCompetitionModelisaperformancenotacompetencemodel.itseekstoaccountforthekindofknowledgethatunderliesreal-timeprocessinginreal-worldlanguagebehavior.1.IntroductionAccordingtoCompetitionModel,thelearner'sgrammerisviwedasanemergentpropertyresultingfrominteractionbetweeninputandcognitivemechanismsrelatingtoperceptualabilities,channelcapacity,andmemory.2.TheoreticalFramework2.1Form-functionMappings2.2Cue2.3CueCompetition2.4CueStrength2.TheoreticalFrameworkThecoreideaofCompetitionModelisForm-functionMappings.AsMacWhinney,BatesandKligellputit:Theformsofnaturallanguagesarecreated,governed,andconstrained,acquiredandusedintheserviceofcommunicativefunctions.2.1Form-functionMappings2.TheoreticalFramework2.1Form-functionMappingsLanguagefunctionallevelformallevelcommunicativeintentionsurfaceformagent,patient,topicmorphology,wordorder2.TheoreticalFramework2.1Form-functionMappingscommunicationproductionoflanguageinterpretationoflanguageformallevelfunctionallevelformallevelfunctionallevel2.TheoreticalFramework2.1Form-functionMappingsAnyoneformmayrealizeanumberoffunctionsand,conversely,anyonefunctioncanberealizedthroughanumberofforms.Thelearner'staskistodiscovertheparticularform-functionmappingsthatcharacterizethetargetlanguage.2.TheoreticalFramework2.2CueForm-functionmappingscanbeachievedbyalotofcuesordevices.Therearefourtypescues.1)Phonology:stresse.g.SamhitJerryontheside,andhesquashedTonyintothepool.2)Morphonogy:number,case,agreemente.g.Moneytheylike.2.TheoreticalFramework2.2Cues3)Syntax:wordordere.g.MarykissedJohn.4)Semantics:animacye.g.ThisbookMarylikesalot.2.TheoreticalFramework2.3CueCompetitionAnyonelanguageislikelytoutilizeseveraldevicesforsignalingaparticularfunction,whichresultsinthecuecompetition.e.g.Thatlecturerwelikealot.thestrongestcandidateforagenttheweakestcandidateforangent2.TheoreticalFramework2.3CueCompetitionThetaskfacingtheL2learneristodiscover1)whichformsareusedtorealizewhichfunctionsintheL22)whatweightstoattachtotheuseofindividualformsintheperformanceofspecificfunctions.2.TheoreticalFramework2.4CueStrengthThecuestrengthisdetermingedbyseveralfactors:1)cuereliabilityTheextenttowhichacuealwaysmapsthesameformontothesamefunction2)cueavailabilityHowoftenthecueisavailableintheinput.3)conflictvalidityWhetheracuewinsorloseswhenitappearsinthecompetitiveenvironment.2.TheoreticalFramework2.4CueStrengthMcDonaldproposedalearning-on-errormodel,whichattemptstospecifyhowlearnersusetheinformationavailablefromcuestoconstructtheirlanguagesystems.Thismodelsuggeststhatweightsattachedtospecificform-functionmappingsarechangedwhenthelearnerinterpretsaninputcueincorrectlyandissubsequentlyprovidedwithfeedback.ThismayaccountforthedevelopmenalshiftnotedintheL1acquisitionfromaninitialdependenceoncuereliability/availabilitytodependenceonconflictvalidity.3.CompetitionModelandSLACompetitionModelframeworkprovidesseveraltoolsforunderstandingsecondlanguagelearning.First,theunderlyingfunctionalistsmodeloflanguageprocessingmakesdirectpredictionsabouttheinputonthecourseofacquisitionofspecificstructuresincomprehensionandproduction.Second,itemphasizestheroleoftransfer,automatization,andparasitisminlearningoftheL2.Advantage4.AdvantageandDefectDefectThismodelprovidestheconvincingaccountofthenumberofaspectsofL2acquistioninclud-ingtheroleoftheL1,theeffectofinputandthegradualwayinwhichnative-likeabilityisacquired.Themainweaknessofthemodelisover-relianceonratherartificialinterpreta-tiontasks.5.ConclusionTheCompetitionModelisapsycholinguistictheoryoflanguageacquisitionandsentenceprocessing.Ithasbeeninvestigatedbymeansofexperimentalsyudieswhichelicitedratherartificiallanguageresponse.AlthoughthetheorycontributestotheresearchesontheSLA,especiallytheinput,someresearchersthinkitisnecessarytodevelopmorenatural,on-linewaystoofinvestingatinginputprocess.