ABSTRACT
In the previous chapters we have discussed both a coarse-grained and finer-grained framework of the learning process based generally on the different stages postulated to occur along the L2 learning process. We have discussed the need to view the learning process as one that includes both processes and products. Now, who can remember the three processes and the four products? We have also discussed the theoretical underpinnings and empirical research conducted on the constructs of attention and awareness, together with discussions on the variables of working memory, depth of processing, and prior knowledge and their pertinent research literature. Now is the time to engage in some model building. To this end, Chapter 12 discusses the criteria for a good theory in SLA, including models, frameworks, and hypotheses (cf. VanPatten & Williams, 2007; Mitchell, Myles, & Marsden, 2013, for more elaboration). I then present my proposed model of the L2 learning process in Instructed SLA, followed by a detailed description of each of its stages along the learning process, namely the input processing, intake processing, and knowledge processing stages together with the L2 developing system. The major features of the model will then be presented. Finally, I shall report a recent study that tested empirically the early stages of the model.
