Attention Processing Model

Second Language Acquisition Theory

Barry McLaughlin’s Attention-Processing Model

About Barry McLaughlin 

PhD - Harvard, 1966



Professor Emeritus in Cognitive Psychology at University of California, Santa Cruz



Research interests: second language acquisition in children and adults



Served as consultant on bilingual education for California’s Department of Education



Served as director of the National Center for Research on Cultural Diversity and Second Language Learning



Noted publications:  Second-language acquisition in childhood. Volume 1: Preschool

children (1984)  Second-language acquisition in childhood. Volume 2: School-age

children (1985)  Theories of second-language learning (1987).

Attention-Processing Model  Based

on Cognitive Theory

 Second language learning is a

mental process  Assumes a hierarchy of

complexity of cognitive skills  Structured practice leads to

automatization and integration of linguistic patterns

Attention-Processing Model  McLaughlin's

assumptions

 Second language learning is a skill  Second language learning requires

“automatization of component subskills”  Humans have a limited capacity to

manage controlled processes  Second language processing skills

become more efficient via automatization

Attention-Processing Model Attention to Formal Properties of Languages Focal

Peripheral

Information Processing Automatic Controlled

Performance based on formal rule learning (Cell A)

Performance in a test situation (Cell B)

Performance based on implicit learning or analogic learning (Cell C)

Performance in communication situations (Cell D)

Practical Applications of McLaughlin’s Attention-Processing Model From Brown 1994: 285

Attention to Formal Properties of Languages

Focal Intentional Attention

Controlled: new skill capacity limited

• • • • • •

Peripheral/ Incidental Attention

• • • •

(Cell A) Grammatical explanation of a specific point Word definition Copy a written model The first states of “memorizing” a dialog Prefabricated patterns Various discrete-point exercises (Cell C) Simple greetings The later stages of “memorizing” a dialog TPR/Natural Approach New L2 learner successfully completes a brief conversation

Automatic: well-trained practicedskill capacity is relatively unlimited

• • • • •

• • • •

(Cell B) “keeping an eye out for something Advanced L2 learner focuses on modals, clause formation, etc. Monitoring oneself while talking or writing Scanning Editing, peer-editing (Cell D) Open-ended group work Rapid reading, skimming Free writes Normal conversational exchanges of some length

References  Schulz,

R. A. (1991). Second Language Acquisition Theories and Teaching Practice: How Do They Fit?. Modern Language Journal, 75(1), 17-26.

 Doughty,

C., & Long, M. H. (2003). The handbook of second language acquisition / edited by Catherine J. Doughty and Michael H. Long. Malden, MA : Blackwell Pub., 2003.

 Nagle,

Stephen J., & Sanders, Sara L. (1986). Comprehension Theory and Second Language Pedagogy. TESOL Quarterly, 20(1), 9-26.

 Brown,

H. (1994). Principles of language learning and teaching / H. Douglas Brown. Englewood Cliffs, NJ : Prentice Hall Regents, c1994.