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Abstract
Current models of language pedagogy fail to provide with the abstract principles that a comprehensive theory of Second Language Acquisition (SLA) might require. All of these models acknowledge the important role of attention in any learning process, but they fall short of offering any linguistic model that could account for the psychological complexities involve in attention and perception. To exemplify this, the article puts into question (a) the internal validity of the principles stated in Van Patten's Input Processing Theory, and (b) the assumptions regarding language processing in Van Patten's language acquisition scheme. The article proposes an ...