A Cognitive Model Of Second Language Acquisition

Since Chomsky put forward the notion of "Language Acquisition Device", Second Language Acquisition (SLA) research has given rise to theories such as Acculturation Model, Monitor Theory, Functional-Typological Theory and so on. Those theories could be grouped into three types: nativist, environmentalist and interactionist, defined in terms of the relative emphasis each type gives to biological and environmental contributions. With the development of cognitive science, linguists have also made attempt to investigate SLA with a cognitive approach. Language acquisition is studied in a broader framework of how people store and acquire knowledge in general. Though the relevant theories made great contributions to SLA, they still leave much room for further exploration. By modifying Krashen's Monitor Theory and based on theories of cognitive science, this thesis intends to propose a more applicable cognitive model of SLA in hope that it would facilitate English teaching and learning at university level. Krashen's Monitor Theory provides a comprehensive description of second language acquisition, taking into consideration both the cognitive and linguistic features of language acquisition. But as a member of the nativist theory, Monitor Theory is grounded on the innate Language Acquisition Device (LAD), which cannot adequately account for second language acquisition according to theories of cognitive science. The core concept of the present cognitive model of SLA is cognitive universal and this cognitive model points out that second language acquisition is a cognitive process. Second language acquisition is the result of the interaction between the input, linguistic and non-linguistic, and the cognitive universal. Cognitive universal refers to the cognitive system possessed by every normal person, which consists of two levels: cognitive processes and metacognitive capability. Cognitive processes involved in second language acquisition are: attention, evaluation, memorizing, thinking, and regulating. Human's metacognitive capability consists of metacognitive knowledge and matacognitive strategies. It is higher order thinking which involves active control over the cognitive processes. Concrete cognitive processes make SLA possible and the learner's metacognitive capability facilitates his second language acquisition. In this thesis, the concrete processes involved in second language acquisition are examined, the role of metacognition during the process of second language acquisition is investigated and pedagogical implication of this cognitive model is discussed.