Automation of Function Assignment in the Models of Speech Production and Second Language Acquisition

Mingsheng Hao,Rohani Othman,Ehsan Namaziandost

doi:10.1155/2021/2441598

Abstract

This article explores the concept of function assignment in first language (L1) and second language (L2) speech production, compares automation of function assignment in L1 and L2 speech production, pursues factors hampering automation of function assignment in L2 speech production, and discusses how to improve automation of function assignment in L2 speech production. Grammatical encoding, of which function assignment is one of the subordinate processes, is also one of the processes in L2 speech production. While function assignment in L1 speech production is mostly automatic, it demands much attentional resources and is executed under conscious supervision in L2 speech production. L2 learners’ incomplete knowledge of the target language and their limited working memory resources hamper automation of function assignment in L2 speech production. Furthermore, as per generative models of learning, to improve automation of function assignment, teachers can either adopt strategies or improve instructional designs targeting this subprocess. Together, this conceptual paper gives a comprehensive overview of automation of function assignment, explores its impact on second language acquisition (SLA), and reveals that it is feasible to facilitate automation of function assignment in L2 speech production by improving instructional designs, especially the presentation methods of sentence elements.

Highlights

Academic Editor: Ehsan Namaziandost is article explores the concept of function assignment in first language (L1) and second language (L2) speech production, compares automation of function assignment in L1 and L2 speech production, pursues factors hampering automation of function assignment in L2 speech production, and discusses how to improve automation of function assignment in L2 speech production
As per generative models of learning, to improve automation of function assignment, teachers can either adopt strategies or improve instructional designs targeting this subprocess. This conceptual paper gives a comprehensive overview of automation of function assignment, explores its impact on second language acquisition (SLA), and reveals that it is feasible to facilitate automation of function assignment in L2 speech production by improving instructional designs, especially the presentation methods of sentence elements
Considering the time pressure of L2 learners in carrying out all the relevant speech production processes and the contradiction between limitedness of attentional resources [4,5,6] and demands for attention in L2 speech production processes, especially conceptualization, formulation, and monitoring, in different task conditions [2], any approach that can improve performance efficiency or automation in L2 speech production is valuable since increased performance efficiency or automation can contribute to fluency

Summary

Function Assignment in L1 and L2 Speech Production Models

Many differences exist between L1 and L2 speech production models, such as the influence of L1 on L2 [21, 22] and automation of syntactic encoding [3]. Semantic meaning refers to the semantic characteristics of the entity, state, and action expressed; relational meaning refers to the grammatical roles played by sentence elements and their relationship; perspective meaning indicates which semantic or relational aspects of an event are more or less important by distinguishing the foreground and background and the facts such as theme or comment According to this model, grammatical encoding is composed of two processes: a content process and a structure process. While L1 speakers can carry out the processes involved in the sentence formulation stage (retrieving the mental lexical items and setting up a syntactic structure) automatically without attention, it is more likely that L2 learners with limited L2 proficiency have to activate and execute their linguistic knowledge through controlled processing [40]. Even advanced L2 learners cannot achieve full automation like their L1 counterparts [3]. erefore, to improve automation of function assignment in L2 speech production, it is necessary to explore the factors that may hinder this subprocess

Factors Hampering Automation of Function Assignment in L2 Speech Production

Generative Learning and Improvement in Automation of Function Assignment

Implications