Controlled and automatic processes in language learning and use
- Mi 10:15-11:45, Raum C 601
Voraussetzungen / Organisatorisches
*Voraussetzungen / Organisatorisches*
- Lehramt Englisch an Gymnasien: Haptmodul |Linguistics|. (Zulassungsvoraussetzung: abgelegtes Zwischenmodul |Linguistics|)
- BA English and American Studies: Hauptmodul A |Linguistics|. (Zulassungsvoraussetzung: abgelegtes Zwischenmodul II |Linguistics|)
- MA Linguistik: Modul 2/4 'Descriptive and theoretical linguistics'
- MA English Studies: Modul 5 'Descriptive and theoretical linguistics'
Scheinerwerb: Referat und Hausarbeit oder schriftliche Prüfung (gemäß Studienordnung)
What are the mental processes underlying language acquisition and use? Do first and second language learning rely on the same mental abilities? Are children really better language learners than adults, and if so why? What makes a good language learner?
Psychologists often distinguish between two types of mental processes: those that are controlled, slow, effortful and explicit (i.e., conscious) on the one hand, and those that are automatic, fast, effortless and implicit on the other. This distinction has been taken up by some language acquisition researchers who claim that first language acquisition in children and second language learning in adults are fundamentally different, the former being (almost entirely) implicit, and the latter (mostly) explicit. This claim, however, is hotly contested by other researchers. In this course, we will attempt to resolve the controversy by taking an in-depth view at the role of implicit and explicit processes, and their interaction, in language use at different stages of proficiency in both children and adults.