Considere os trechos a seguir:

1. [Students] take in raw speech and hold a phonological representation of it in working memory.

2. They immediately attempt to organize the phonological representation into constituents, identifying their content and function.

3. They identify each constituent and then construct underlying propositions, building continually onto a hierarchical representation of propositions.

4. Once they have identified the propositions for a constituent, they retain them in working memory and at some point purge memory of the phonological representation. In doing this, they forget the exact wording and retain the meaning.

(Jack C. Richards. Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press, 2008. Adaptado.)

O passo a passo descrito, nos trechos acima, refere-se ao