Theme: Speaking as an interactive process Table of content

1- The sort of organizational system (the dual mode of processing): Two theories explain how language knowledge is organized in the FL learner's mind: the rule- based system and the exemplar-based system. In the former, it is assumed that what is learned in language consists of many underlying rules which become the basis for generalization and transfer. The rules can be restructurable, when new rules replace the old ones. Thus, it is assumed that the rule –based system is sensitive to feedback. The problem with this system is that it leads to a heavy attentional burden during language use (speaking). Besides, the stored rules take a lot of time to retrieve and apply which renders communication in real time difficult (Moudraia, 2001). In the latter case, exemplar- based system; learning is interpreted as the accumulation of chunks (lexical phrases/ units). These chunks are stored in a very large memory system, and are governed by few rules. They are then retrieved by the learner as they were stored and used without thinking of the rules underlying their structure. This helps the learner keep with the speed of the ongoing discourse. The problem with this system is that it can't be adapted easily for the expression of new more complex meanings. It is not also responsive to feedback to produce general change in language performance (Wood, 2002: 5). As argued by cognitive theorists, findings in this area are most consistent with a "dual mode of processing" in which there is evidence for both rule -based learning and exemplar-based learning (Celce-Murcia et al., 1997: 146 and Foster, 2001: 90). Clearly, neither the rule-based nor the exemplar system is ideal separately. The former emphasizes representation at the expense of processing while the latter is the reverse. The former leads to the development of an open, form -oriented system, while the latter emphasizes meaning, and is less appropriate for underlying system change. For FL learners, both systems are feasible, but how they exist, or coexist will depend on a range of factors: context of learning, nature of instruction, individual differences and so on. Thus, what is needed for FL learners, to approach first language users, is to help them mobilize both systems in a balanced way as appropriate to different communicative context and goals. When 71 time is pressing, memory–based communication is appropriate; when there is more time, the rule- based system can be accessed so that they are adaptable to ongoing changes in communication conditions (Skehan, 1998: 91 and Ellis, 2003: 131).