Exemplar-Based and Rule-Based Language Systems
Memory System: The human memory system for language is vast but not always efficiently organized. It often involves multiple representations of the same information, leading scholars to believe that language learning is more exemplar-based than rule-based. Learners draw on their existing knowledge base (EBS) for quick access to linguistic elements, relying on memorized exemplars (formulaic chunks) for fluent speech. This approach minimizes processing demands as exemplars are retrieved as whole units, making memorization and recall efficient in terms of mental resources. However, the EBS has limitations, as it restricts creativity and flexibility in language use.
Exemplar-Based and Rule-Based Systems: Sinclair’s Principles
Sinclair proposed two principles to explain the use of both systems:
- Open Choice Principle: This principle highlights the capacity to use and understand an unlimited combination of words, governed by the rule-based system (RBS).
- Idiom Principle: This principle emphasizes the use of prefabricated combinations of lexical elements or exemplars, characteristic of the exemplar-based system (EBS).
Grammar rules offer infinite combinatorial possibilities, fostering creativity, while formulaic language relies on recurring combinations of lexical elements, promoting fluency.
Skehan’s Coexistence of Systems
Skehan argued that both systems coexist: the RBS, with its generative rules, ensures accuracy in sentence formation, while the EBS facilitates fast and fluent language use. Learners can naturally switch between these systems as needed.
Interface of Knowledge Types
Two types of learning contribute to L2 proficiency: explicit and implicit knowledge. Different perspectives exist on how these knowledge types interact.
Strong Interface Position
Proponents like Dekeyser, Sharwood-Smith, and O’Malley believe that explicit knowledge can gradually transform into implicit knowledge through extensive practice. Dekeyser proposed three developmental stages of linguistic knowledge:
- Declarative Knowledge (knowing about)
- Procedural Knowledge (knowing how)
- Automatized Knowledge
The key step in this process is proceduralization and automatization. Learners initially rely on declarative knowledge but with practice, it becomes proceduralized and eventually automatic. This transformation takes time and is skill-specific, meaning practice must focus on both production and comprehension.
Dekeyser vs. Krashen
Dekeyser’s research suggests that declarative knowledge followed by practice leads to stronger proceduralization and automatization, resulting in more robust knowledge. This contrasts with Krashen’s emphasis on implicit learning as the primary driver of language acquisition.
Weak Interface Position – Nick Ellis
Ellis posits that conscious and unconscious processes are involved in all cognitive tasks, including language. He proposes a relationship between explicit and implicit knowledge that is “dissociable but cooperative.” Both systems are distinct but can operate in parallel, with explicit learning potentially enhancing the accuracy of implicit knowledge.
Ellis argues that successful language learning requires the cooperation of both systems. Learners can rely on explicit knowledge when implicit knowledge fails, as seen when we consciously search for the right word or correct a mistake.
Key Differences Between Strong and Weak Interface Positions
- Strong Interface: Explicit knowledge can become implicit (Dekeyser).
- Weak Interface: Implicit knowledge is primary, and L2 knowledge mostly begins as implicit (Ellis).