Chapter 1 Introduction
1.1 Clearing the Ground
1.2 The Scope of the Present
Study
1.3 The Goal and Significance of the Present
Study
1.4 The Format of the Present
Study
Chapter 2 An Integrated Model of Foreign
LanguageLearning
2.1 Input Processing in SLA
2.2 Output Processing
2.3 An Integrated Model of Foreign Language
Learning
Chapter 3 Psycholinguistic Rationale for
LanguageComprehe ion and Production Process
3.1 Language Comprehe ion and SecondLanguage
Learning
3.2 Speech Comprehe ion
Processes
3.3 Teaching Methodolodgies that Aim to
PromoteComprehe ion
3.4 Production and L2 Learning
3.5 Levelt''s Speech Production
Model
3.6 Speech Production and L2
Learning
3.7 Teaching Methodologies that Highlight
LanguageProduction
3.8 Concluding Remarks
Chapter 4 Attention, Awareness and Foreign
LanguageLearning
4.1 Co ciousness and Its Relevance to
SLA
4.2 Attention and Foreign Language
Learning
4.3 Awareness
4.4 Conclusion
Chapter 5 Research Methodology
5.1 Research Questio
5.2 Research Design
5.3 Summary
Chapter 6 Results and Discussion
6.1 Reformulation of Research
Questio
6.2 Data Analysis
6.3 Results
6.4 Discussion
Chapter 7 Conclusion
7.1 Major Findings
7.2 Theoretical Significance
7.3 Pedagogical
Implicatio
7.4 Methodological
Significance
7.5 Limitatio and Further
Research
Bibiliography
Appendices
內容試閱：
2.1 Input Processing in SLA
2.1.1 Clarifications on Input and Intake
It is advisable that two key concepts,namely input and
intake,which stand in close relationship with the forthcoming
discussions on input processing,should be clearly defined at the
outset.
Input has long been assigned a significant place in L2
research,and its significance is best encapsulated by
Gass1997:1:
"The concept of input is perhaps the single most important
concept of second language acquisition.It is trivial to point out
that no individual can learn a second language without input of
some sort.In fact,no model of second language acquisition does not
avail itself of input in trying to explain how learners create
second language grammars."
In contrast,the term intake,though of great theoretical value,has
scarcely been accorded due attention until recent years.Functioning
as the mediating process between the target language available to
learners as input and the learners''internalized set of L2 rules and
strategies for second language development,intake was characterized
by Chaudron1985as involving three stages:1the initial stages of
perception of input,2the subsequent stages of decoding and
encoding of the semanticcommunicatedinformation into long-term
memory,and 3the series of stages by which learners fully integrate
and incorporate the linguistic information in input into their
developing grammars.Rather than consider intake as a single event
or product,Chaudron1983a,1985labeled intake as a complex
phenomenon of information processing that consists of a continuum
from preliminary intake to final intake.However,following
Chaudron''s three-stage distinction,it might be more appropriate to
identify the continuum as ranging from perceptual intake,semantic
intake to morphosyntacticor linguisticintake respectively.
Once this is accepted,the distinction between input and intake
seems to be much more self-evident.While input refers to the
linguistic data that learners are exposed to,that is,the target
language that learners experience in its all manifestations; intake
refers to the process and product of the part of input that
actually"goes in"and plays a role in language learning.Then the
long-standing misconception about input being interpreted in terms
of comprehensioninvolving the decoding of particular messages
which have been encoded in linguistic formand acquisitionthe
creation of new mental structures which is generally termed as
grammatical competencecan be more readily replaced by Frch and
Kasper''s1980: 64distinction between intake that is simply reduced
and decoded as communication,and intake"as relating to
learningthatrefers only to input on the basis of which the
learner forms her hypotheses about the L2 rules and tests them out
subsequently".
Despite the fact that not all of the intake is automatically fed
into the acquired system,Chaudron1985suggested that intake that
identifies learners as active agents in acquiring the target
language constitutes input processing,a lack of intake which takes
up only a very limited portion of bombarding input surrounding
learners undoubtedly means a closedown of the pathway towards the
development of their interlanguage.Yet this by no means denies the
necessity of input serving as the data source on which learners
work.
With the above clarifications on input and intake made,the
reality that both terms have been persistently used in great
confusion does not change in the slightest.As most researchers have
used the term input either for the TL surrounding learners and
available for intake,or as a synonym for intake,the following
review of input processing studies will demonstrate the developing
tendency of the separation of the two terms and the shift of focus
from input to intake.
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