Cognitive Theory
SLA
Cognitive theories of SLA view language learning as a mental skill that develops like any other complex skill—through practice that transforms conscious knowledge into automatic performance. The mind is an information-processing system, and language learning involves building and refining mental representations.
Core Claims
- Language learning is skill learning: Similar to learning to drive or play chess
- Declarative to procedural: Explicit knowledge becomes automatic through practice
- Practice effects: Performance improves following predictable patterns
- Attention and memory: Cognitive resources are limited and must be managed
Key Figures
- John Anderson - Developed ACT (Adaptive Control of Thought) theory
- Robert DeKeyser - Applied skill acquisition theory to SLA
- Richard Schmidt - Developed the Noticing Hypothesis
Skill Acquisition Theory
Based on Anderson's ACT theory, language learning proceeds through three stages:
| Stage | Knowledge Type | Characteristics |
|---|---|---|
| Cognitive | Declarative | Conscious rules, slow, effortful |
| Associative | Mixed | Practicing, detecting errors |
| Autonomous | Procedural | Automatic, fast, effortless |
Example: Learning Past Tense
- Cognitive: "To form past tense, add -ed to regular verbs"
- Associative: Practicing "walked," "talked," catching mistakes
- Autonomous: Producing past tense automatically without thinking
The Power Law of Practice
Performance improves with practice following a mathematical pattern:
- Early practice → Large improvements
- Later practice → Smaller improvements
- The curve never fully flattens—improvement continues
This explains why:
- Initial progress feels fast
- Advanced learners plateau
- Mastery requires extensive practice
Information Processing
The mind has limited processing capacity:
| System | Capacity | Duration |
|---|---|---|
| Working memory | ~7 items | Seconds |
| Long-term memory | Unlimited | Permanent |
Implications for learning:
- Beginners can't attend to everything—prioritize
- Automaticity frees up attention for higher-level processing
- Chunking reduces cognitive load
Explicit vs. Implicit Learning
A key debate in cognitive SLA:
| Explicit | Implicit |
|---|---|
| Conscious, intentional | Unconscious, incidental |
| Rule learning | Pattern extraction |
| Studied in classroom | Picked up through exposure |
Can explicit become implicit? DeKeyser says yes—through practice. Krashen says no—they're separate systems.
Role of Attention
Richard Schmidt's Noticing Hypothesis argues:
- What you notice in input becomes intake
- Attention is necessary for learning
- This challenges Krashen's claim that acquisition is unconscious
Criticisms
- Oversimplifies language: Grammar may not be just "skill"
- Practice isn't everything: Exposure and meaning matter too
- Individual differences: Not all learners follow the same path
- Adult-focused: Children may learn differently
Classroom Applications
- Focus on form: Draw attention to target structures
- Meaningful practice: Drills embedded in communication
- Gradual complexity: Build automaticity before adding difficulty
- Spaced practice: Distributed practice beats massed practice
- Proceduralization tasks: Move from controlled to free production
Comparison with Other Theories
| Theory | Learning Mechanism |
|---|---|
| Cognitive | Information processing, practice |
| Nativist Theory | Innate parameter setting |
| Sociocultural Theory | Social mediation |
| Usage-Based Theory | Pattern extraction from input |
Related Notes
- Richard Schmidt - Attention and noticing in SLA
- Noticing Hypothesis - Role of conscious attention
- Behaviorist Theory - Earlier practice-focused theory (different mechanism)