A lot of theories and studies seem to deal with how input is processed for meaning and form, but I am interested in looking at how the learner then takes this processed input and constructs some sort of representation of the L2 for later use. Does anyone know which, or any, SLA theories that specifically deal with this process?
I think that the most relevant model is bigger than just SLA. It is Constructivism, represented in student-centered active learning to produce authentic experiences.
Most linguistic (as opposed to pedagogical) theories of SLA address this issue. Off the top of my head, the Full Transfer/Full Access hypothesis and the Intepretability Hypothesis are two relevant ones; reading some literature on those will also guide you to other related ones.
The keyword in your query appears to be 'specifically' and addressing this I would have to say Constructivism. However, the notion of noticing as proposed by Schmidt (2010) and the Interactional Hypothesis by Long (1981) are key to eventually internalizing the L2 input being acquired and successfully putting the acquired knowledge to use.
Thanks for the answers. I am researching L2 aptitude, most of which focusses on the processing of input for retention, but with very little detail about how that information is then stored and then how this aids in retrieval. Restructuring is mentioned very little and with almost no explanation as to representation of the L2 knowledge or its restructuring.
Thanks for the Constructivism idea – I'll definitely look into that. And I'll be sure to go back and cover the basics (Full Transfer/Access hypothesis, etc.) for more clues.
Thanks again!
The works from Krashen and Rod Ellis will help you in this regard.
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