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General Theories About Learning and Acquisition of A Foreign Language

The document discusses several theories about learning a foreign language: the behaviorist view emphasizes repetition and practice; the nativist view suggests an innate language acquisition device; the cognitive-developmental view ties language development to general cognitive growth; the social-interactionist view emphasizes social interactions; and Krashen's model distinguishes between language learning and acquisition and proposes hypotheses about comprehensible input and affective filters.

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31 views2 pages

General Theories About Learning and Acquisition of A Foreign Language

The document discusses several theories about learning a foreign language: the behaviorist view emphasizes repetition and practice; the nativist view suggests an innate language acquisition device; the cognitive-developmental view ties language development to general cognitive growth; the social-interactionist view emphasizes social interactions; and Krashen's model distinguishes between language learning and acquisition and proposes hypotheses about comprehensible input and affective filters.

Uploaded by

Nahida Medj
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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General Theories about Learning and Acquisition of a Foreign

Language:
Behaviourist view : behaviourim arose from the work of skinner. The approach
emphasizes repetition in the form of drills, accuracy and the avoidance of errors.
Behaviourists believe that imitation and practice or habit formation are key processes in
language development. This view also stresses the importance of positive reinforcement in L1
and L2 acquisition, where correct learning behaviour is rewarded by praise. Nowadays,
linguists recognize that although imitation and practice are important parts of language, they
do not provide the complete picture. So although behaviourism offers a partial explanation for
routine aspects of both L1 and L2 acquisition , it cannot explain the acquisition of more
complex grammatical structures and lexical relationships.

Nativist view: in the nativist view, children are pre-programmed to learn a language and are
highly sensitive to the linguistic features of their environment. Chomsky challaenged
behaviourist views by suggesting an innate language acquisition device (LAD), now referred
to as universal grammar (UG) which allows infants to process all the language they hear and
to produce their own meaningful utterances. This view inspired a huge range of research
studies which revealed the complex way in which children develop grammatical comptence in
their L1. This view allowed for children’s creativity as an important part of L1, a factor which
has been carried over to L2 learning.

Cognitive-developmental view: according to Whitehead, this view emphasized that


language development was an important aspect of general cognitive growth, claiming that
certain thinking skills must first mature in order to create a framework for early language
development. This view also stressed children’s intentions and meanings and their uses in
developing language ability. In terms of L2 learning, the Critical Period Hypothesis (CPH)
suggested that there is a specific and limited time for language acquisition.

Social-interactionist view: this view emphasizes the imoprtance of human social


interactions and the role of adult and child relationships in learning. A crucial element in this
view is the way language is modified to suit the level of the learner. The works of both
Vygotsky and Bruner have been influential in developing a theory of how children think and
learn language an have helpes to emphasize the importance of social interactions in learning a
foreign language.

Krashen’s Model: this theory is the most prominent in second language learning
nowadays. It articulates on the basis of five central hypotheses:

-The Acquisition/Learning hypothesis: Krashen’s most important achievement is his


distinction between learning and acquisition. For him acquisition is the most important
process .

-The Natural Order hypothesis: it states that grammatical structures are acquired in a
predictable order, independently of the order in which they have been taught.
-The Monitor Hypothesis: the monitor is a human brain device that makes self-corrections
and changes the foreign language output.

-The Input Hypothesis: according to krashen, we acquire language in only one way: by
receiving comprehensible input , that is, by understanding messages.

-The Affective Filter: it is an imaginable barrier that prevents learners from using input
which is available in the environment. This has to do with variables like anxiety, self-
confidence and motivation…which are likely to affect the learning process. The filter will
be”up” when the learner is stressed or unmotivated, and it will be “down” when the learner is
relaxed an motivated.

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