Understanding Second Language Acquisition: From Declarative Knowledge to Automaticity
Understanding Second Language Acquisition: From Declarative to Procedural Knowledge
Dekeyser’s 3 Stages of Linguistic Knowledge
- Declarative Knowledge (Knowing About): Learners begin by acquiring explicit knowledge about the language, such as grammar rules and vocabulary.
- Procedural Knowledge (Knowing How): Through practice, declarative knowledge is transformed into procedural knowledge, enabling learners to use the language skillfully.
- Automatized Knowledge: With further practice, language use becomes automatic, allowing for fluent and effortless communication.
Proceduralization and Automatization
Dekeyser emphasizes the importance of proceduralization, the process of converting declarative knowledge into procedural knowledge. This involves actively engaging in language use while relying on declarative knowledge as a support system. Repeated practice leads to automatization, where language use becomes fast and effortless.
Dekeyser vs. Krashen
Dekeyser’s research supports the idea that explicit instruction followed by practice leads to stronger language acquisition. This contrasts with Krashen’s theory, which emphasizes the role of implicit learning through exposure to comprehensible input.
The Weak Interface Position (Nick Ellis)
Ellis proposes a weak interface between explicit and implicit knowledge, suggesting that they are distinct but can work cooperatively. Explicit learning can enhance the accuracy of implicit knowledge, but one does not directly convert into the other.
Successful language acquisition relies on the cooperation of both systems. Explicit knowledge can serve as a backup when implicit knowledge fails.
Key Differences: Strong vs. Weak Interface
- Strong Interface (Dekeyser): Explicit knowledge can become implicit.
- Weak Interface (Ellis): Implicit knowledge is primary, and L2 knowledge mostly begins as implicit.
Van Patten’s Model of Input Processing
Van Patten’s model explains how learners process input with limited capacity. It highlights the role of communicative value in determining which aspects of input receive attention.
Forms with higher communicative value, based on inherent semantic value and redundancy, are more likely to be processed and contribute to language acquisition.
Examples of Redundancy in Spanish:
- “Me dijo ‘sube arriba'” (He told me to ‘go up’).
- “Tienes que salir afuera” (You have to ‘go out’ outside).
- “Ven aquí” (Come here).
In these examples, the additional words (‘arriba’, ‘afuera’, ‘aquí’) are redundant as their meaning is already implied by the verbs.