Attention Processing Model

Second Language Acquisition Theory

Barry McLaughlin’s Attention-Processing Model

About Barry McLaughlin 

PhD - Harvard, 1966

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

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Research interests: second language acquisition in children and adults

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

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

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Noted publications: 

Second-language acquisition in childhood. Volume 1: Preschool children (1984)

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Second-language acquisition in childhood. Volume 2: School-age children (1985)

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Theories of second-language learning (1987).

Attention-Processing Model 

Based on Cognitive Theory 

Second language learning is a mental process

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Assumes a hierarchy of  complexity of cognitive skills

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Structured practice leads to automatization and integration of  linguistic patterns

Attention-Processing Model 

McLaughlin's assumptions 

Second language learning is a skill

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Second language learning requires “automatization of component subskills”

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Humans have a limited capacity to manage controlled processes

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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

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Peripheral/ Incidental Attention

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(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

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(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.

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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.

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

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