VanPatten's Theory of Input Processing in L2 Acquisition: Key Concepts and Criticism
Janpha Thadphoothon
The main aim of this blog post is to present my readers with an overview of VanPatten's Theory of Input Processing in second language acquisition, along with some accompanying criticisms. I acknowledge that every theory has its critics, and this one is no exception
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Understanding Input Processing Theory in Second Language Acquisition
In the realm of second language acquisition, understanding how learners process linguistic information is crucial. One of the significant theories in this area is the Input Processing Theory, introduced by Bill VanPatten in 1993. This theory delves into the strategies and mechanisms learners employ to link linguistic forms with their meanings or functions.
Key Principles of Input Processing Theory
Input Processing Theory focuses on how learners handle linguistic data in both spoken and written forms. The theory is built around two main principles, each with its own set of sub-principles.
1. The Primacy Principle of Meaning
This principle emphasizes the importance of meaning in language processing. It consists of several sub-principles:
- Primacy of Content Words: Learners prioritize content words (nouns, verbs, adjectives) over function words (articles, prepositions).
- Lexical Preference Principle: There is a preference for understanding the meaning of individual words before considering grammatical structures.
- Preference for Non-redundancy Principle: Learners prefer information that is not redundant.
- Meaning-Before-Non-Meaning Principle: Meaningful elements are processed before non-meaningful elements.
- Availability of Resources Principle: Learners utilize available cognitive resources efficiently.
- Sentence Location Principle: The position of words in a sentence affects their processing priority.
2. The First Noun Principle
This principle highlights how learners interpret the first noun or noun phrase they encounter in a sentence. Its sub-principles include:
- Lexical Semantics Principle: The meaning of words influences their processing.
- Event Probabilities Principle: Learners use their knowledge of likely events to interpret sentences.
- Contextual Constraint Principle: The context in which a sentence occurs helps learners understand its meaning.
In 2003, Bill VanPatten expanded his Input Processing (IP) Theory to include two key sub-processes: making form-meaning connections and parsing.
1. Making Form-Meaning Connections
This sub-process involves learners linking linguistic forms with their meanings. For example, learners must understand that the suffix "-s" indicates the third person singular in English verbs (e.g., "he runs"). In an earlier version of the theory, making form-meaning connections was governed by four principles:
Primacy of Meaning Principle: Learners prioritize understanding the meaning of words and sentences.
Availability of Resources Principle: Learners use available cognitive resources to process language efficiently.
First Noun Principle: Learners initially interpret the first noun or noun phrase they encounter in a sentence.
Sentence Location Principle: The position of words in a sentence influences how learners process them.
2. Parsing
Parsing involves mapping syntactic structures onto utterances. This means understanding the grammatical relationships within a sentence. For instance, parsing helps learners determine which noun is the subject and which is the object in a sentence. For example, in the sentence "The cat chased the mouse," parsing allows learners to identify that "the cat" is the subject and "the mouse" is the object.
Criticisms of Input Processing Theory
Despite its contributions, Input Processing Theory has faced several criticisms. Some opponents challenge the 'acquisition-by-comprehension' claim, arguing that various processes influence both comprehension and production of language. There is also debate on how to distinguish between input (the language learners are exposed to) and intake (the language they actually internalize). Additionally, critics argue that VanPatten's model overlooks the role of output, or the language produced by learners.
Since the 2003 expansion, VanPatten's theory has continued to evolve, incorporating new insights and modifications. This ongoing development reflects the dynamic nature of research in second language acquisition, as scholars refine their understanding of how learners process linguistic input.
Overall, Input Processing Theory offers a detailed framework for understanding how learners process language, although it continues to be refined and debated within the field of second language acquisition.
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