SECOND LANGUAGE ACQUISITION THEORIES

SECOND LANGUAGE ACQUISITION THEORIES

1. Cognitive development perspectives

   • KRASHENSTHEORIES OF SLA
     • THE INNATIST THEORY
       • BEHAVIORISM
         • IT'S
           • the earliest language learning theory which is propounded by J.B. Watson (1878-1957) in 1913. This theory is supported and believed by some behaviourists who are Skinner, Pavlov and Thorndike
             • METHODS
               • Grammar Translation Method (GTM), Direct Method (DM), Situational Language Teaching (SLT) and closely related to a particular language teaching method called Audiolingual Method
         • FOCUS ON
           • observable behaviours which are changed as the symptoms of learning. According to Brown (1987: 17)
             • theory
               • Operant Conditioning
       • STATES THAT
         • learning is natural for human beings. The innatist theory does somewhat explain how children can generate or invent language they have never heard. Researcher, N. Chomsky backed this theory stating that children use the LAD to generate and invent complex speech.
           • THEORY
             • The Language Acquicition Device (LAD)
               • The Language Acquisition Device (LAD) is a hypothetical module of the human mind posited to account for children's innate predisposition for language acquisition.
           • LANGUAGE THEORY IN THE CLASSROOM
             • The belief that acquisition is possible lies at the heart of any method that involves engaging the learner in natural communication and authentic input.
           • METHODS
             • Task.based learning, CLIL, Story and activity-based programS
         • Chomsky’s theory came shortly after Skinner's theory of Behaviorism. He argued that if children learn language by imitation, why do they say things have never heard before?
     • The Monitory Hypothesis of Krashen's theory proposes that there is a 'monitor' which functions to help the person to, in essence, filter his/her language. The person uses the monitor to apply rules to the already learned knowledge, such as which verb tense to use or which form of speech to use.
       • IT HAS 5 HYPOTHESES
         • The acquisition learning hypothesis
           • APPLICATION IN PRACTICE
             • According to this theory, the optimal way a language is learned is through natural communication.
         • THE MONITOR HYPOTHESIS
           • APPLICATION IN PRACTICE
             • As a language teacher it will always be a challenge to strike a balance between encouraging accuracy and fluency in your students. This balance will depend on numerous variables including the language level of the students, the context of language use and the personal goals of each student. This balance is also known as Communicative competency.
         • THE NATURAL ORDER HYPOTHESIS
           • APPLICATION IN PRACTICE
             • According to this hypothesis, teachers should be aware that certain structures of a language are easier to acquire than others and therefore language structures should be taught in an order that is conducive to learning.
         • THE INPUT HYPOTHESIS
           • APPLICATION IN PRACTICE
             • The goal of any language program is for learners to be able to communicate effectively.
         • THE AFFECTIVE FILTER HYPOTHESIS
           • APPLICATION IN PRACTICE
             • In language education this may be especially important since in order to take in and produce language, learners need to feel that they are able to make mistakes and take risks.
   • Schumman acculturation theory
     • Vygostky theory of SLA (sociocultural perspective)
       • Linguistic relativity
         • is a principle claiming that the structure of a language affects its speakers' world view or cognition, and thus people's perceptions are relative to their spoken language.
           • Two versions
             • The strong version says that language determines thought and that linguistic categories limit and determine cognitive categories.
             • The weak version says that linguistic categories and usage only influence thought and decisions.
           • There are two bodies of thought forming around this debate.
             • Lingualism
             • Language of thought
         • Method
           • Audiolingual
       • The socio­cultural theory explains children’s learning and development and allows one to better understand children’s learning and the influence of both adults and peers on the learning process. From this perspective, children are seen as active participants in the learning process whose capacities are influenced by the culture of the environment in which they develop (Anning, Cullen, & Fleer, 2008).
         • METHOD
           • Scaffolding for Success: Educators should make sure that the lesson is structured in a way that increases understanding and facilitates learning. Read this article on scaffolding for more information.
           • Holistic Method
       • Main basis: Interaction
     • is a theory proposed by John Schumann to describe the acquisition process of a second language (L2) by members of ethnic minorities[1] that typically include immigrants, migrant workers, or the children of such groups.[2] This acquisition process takes place in natural contexts of majority language setting.
       • Method
         • Total immersion
     • The main suggestion
       • Is that the acquisition of a second language is directly linked to the acculturation process, and learners’ success is determined by the extent to which they can orient themselves to the target language culture.
   • Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world.
     • Piaget's Theory Differs From Others In Several Ways:
       • ▪ It is concerned with children, rather than all learners. ▪ It focuses on development, rather than learning per se, so it does not address learning of information or specific behaviors. ▪ It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
     • GOAL
       • to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses.
     • Three Basic Components To Piaget's Cognitive Theory
       • 1.- Schemas (building blocks of knowledge). 2.- Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation). 3.- Stages of Cognitive Development: sensorimotor, preoperational, concrete operational, formal operational.
     • Communicative approach

2. References: Silvino E. et al.(2014) Second Language Acquisition Theories: their Application in the Ministry of Education’s Curriculum and their Expected Impact on Teacher Training Programs from three Chilean Universities. Departamento de Linguistica Universidad de Chile. Lightbown E. and Nina S. (2017) How languages are learned. Oxford handbook for teachers. Fourth edition.