Two-faces framework: language acquisition as distinct mental representation and skill components¶

Theory · All theories
Evidence · 6 claims (6 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article proposes that language is not monolithic but consists of two broad domains: mental representation, defined as "the abstract, implicit, and underlying linguistic system in a speaker's mind/brain", and skill, the speed and accuracy of language use in interpretation, expression, and negotiation. Each domain has separable sub-domains (syntax, phonology, lexicon within representation; reading, writing, speaking within skill). The framework's purpose is to sort out what instruction can and cannot impact in adult SLA.

Design Implications¶

Context¶

Requirements¶

• Both domains must be distinguished when analyzing acquisition, since different parts of language may respond to different environmental stimuli

Constraints¶

• The author states the framework is a theoretical argument from one essay and declines to derive particular curricula, approaches, or methods from it

Target Learners¶

• adult second language learners

Target Learning Objectives¶

• second language mental representation development
• second language skill development (reading, writing, speaking, listening)

Claims¶

• Applying skill theory to grammar conflates constructs: pedagogical rules are not what exists in learners' mental representation [+W]
• A 2010 narrative review reports that even very advanced L2 learners read more slowly than native speakers and miss subtle anaphoric interpretation distinctions [+W]
• Mental representation is not amenable to direct explicit instruction because UG and parsers operate only on input data [+W]
• Skill develops through engaging in the target activity itself, not through mechanistic drill of isolated components [+W]
• A 2010 narrative review reports that processing-instruction studies show structured input without explicit information can change learner knowledge [+W]
• Learners acquired untaught syntactic properties but failed to show sensitivity to agreement they had been explicitly taught and practiced [+W]

Related Theories¶

• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• Structure-building trigger model: adult L2 learners scan input for cues but use different triggers than children

Examples¶

• Neither mental representation nor skill can be directly taught; teachers provide experiences and act as informed consumers of instructional research

Key Sources¶

• Bill VanPatten. (2010). The Two Faces of SLA: Mental Representation and Skill. International Journal of English Studies, 10(1), 1-18. https://www.um.es/ijes