Theories in SLA research

Theories in SLA research

1. Input Hypothesis

   • form-meaning connections during comprehension.
     • Under what conditions does this happen?
     • Why do learners make some and not others?
     • strategies that learners use in comprehending sentences.
       • How do they affect acquisition?

2. Generative Linguistic Theory (1957)

   • Linguistic competence of native speakers.
     • It is possible to achieve to achieve that competence.

3. Processability Theory (1998)

   • Linguistic forms
     • Can be produced by the learners.
     • will depend on the current state of the language processor.
       • Understanding its function and structure helps to predict the development of linguistic form.

4. Sociocultural Theory (1985)

   • Mental functioning is a process that is stimulated by cultural features.
     • Social interactions and the need to improvemnet enhance development.
       • Taking place in cultural linguistic and historically formed settings.
         • such as family life, friends, public spaces, work places, and educational contexts.

5. Complex Dynamic System Theory (1994)

   • Comprehending things as a whole, understanding the function of each of their components.
     • I.e., Understanding a sentence as the set of different words:
       • A subject, a verb, a preposition, a complement, an auxiliary, etc...

6. Connectionism (1980)

   • Topics are retrieved from an associative memory.
     • Phases
       • 1. They are exposed to a new topic, and students understand it.
       • 3. They understand the differences correctly.
       • 2. Then another different topic is introduced, and they over-generalize.
         • This is known as the U-shape curve of learning.

7. Behaviourism (1960)

   • The stimuli and rewards approach.
   • L2 acquisition can be smoother and less burdensome.
   • L1 should be used as the bridge to gradually acquire L2.
     • This helps students to feel less anxious.
     • Students feel accepted & more comfortable.