Course: Foundations of English Language Teaching

Lesson: Lesson 1 – Introduction

Introduction
Have you ever paused to think about how you picked up your first words or how you navigate conversations in a
second language? Language is more than just a tool for communication; it's a gateway to understanding cultures,
building relationships, and expressing our innermost thoughts. Imagine yourself as a child, soaking in sounds and
words like a sponge, recalling the joy of learning new phrases or the thrill of stringing together your first complete
sentence. This innate ability to acquire language is something we all share, but how does it really work?
In this exploration, we'll dive into the nature of language learning, uncovering the interplay between our biological
predispositions and the social environments that shape our linguistic abilities. Influential thinkers like Noam
Chomsky introduced the idea of the Language Acquisition Device (LAD), suggesting that we are hardwired for
language acquisition. We'll also examine how social experiences enrich our understanding and retention of
languages. Get ready to engage with various perspectives on first (L1) and second language (L2) development as
we embark on this interactive journey into the world of language learning.
1. The Nature of Language Learning
A. Innate Capacity
Language learning is often viewed as an innate ability, suggesting that humans are biologically predisposed to
acquire language. This perspective is primarily associated with Noam Chomsky's theory of the Language
Acquisition Device (LAD), which posits that children are born with a mental mechanism that facilitates language
learning. Chomsky argued that this innate capacity allows children to develop language skills rapidly and
efficiently, enabling them to produce grammatically correct sentences with minimal exposure to their native
language.
B. Critical and Sensitive Period in Language Learning
The Critical Period Hypothesis was first proposed by Montreal neurologist Wilder Penfield and co-author Lamar
Roberts in their 1959 book Speech and Brain Mechanisms and was popularized by Eric Lenneberg in 1967 with
Biological Foundations of Language. Lenneberg asserts that there is a biologically determined window for optimal
language acquisition, typically from infancy to puberty. During this time, the brain is particularly receptive to
linguistic input, making it easier for children to learn languages. If exposure to language does not occur during this
critical period, individuals may struggle to achieve proficiency later in life. The sensitive period concept suggests
that while language learning is possible beyond this window, it becomes increasingly difficult and less intuitive.
Lenneberg's critical period stretched from two years of age to puberty (which he posits at about 14 years of age),
whereas other scholars have drawn the cutoff point at 12, 15, 16 or 18 years of age.
Social Experience - Social interaction is crucial in language development. Children learn language not only
through passive exposure but also through meaningful interactions with caregivers and peers. Cases such as Genie,
who was isolated during critical developmental years, illustrate how social experience significantly impacts
language acquisition outcomes.
2. L1 and L2 Language Development
First Language (L1) Acquisition
L1 acquisition occurs naturally during early childhood through immersive social environments. Children learn their
first language intuitively, leveraging their innate LAD to decode grammatical structures and vocabulary from the
speech they hear around them.
Second Language (L2) Acquisition
In contrast, L2 acquisition can happen at any age but often requires more conscious effort, especially if attempted
after the critical period. Research indicates that younger learners tend to achieve higher levels of fluency and
native-like pronunciation compared to older learners, supporting the idea that age significantly influences
susceptibility to linguistic input.
3. Views on Language Leaning
 Behaviorist Theory: Associated with B.F. Skinner, this theory emphasizes reinforcement and imitation as
key mechanisms in language learning. It posits that children learn language through conditioning and
mimicry of adult speech.
 Nativist Theory: Primarily represented by Noam Chomsky's LAD theory, nativists argue that humans
possess an innate capacity for language acquisition. Chomsky's concept of Universal Grammar suggests
that all human languages share a common structural basis, which children are biologically programmed to
acquire. This theory emerged as a counterargument to behaviorism, highlighting the limitations of learning
through imitation alone.
 Constructivist Theory: This perspective posits that learners actively construct their understanding of
language through interaction and experiences within their environment. It emphasizes the importance of
context and social engagement in the learning process.
 Interactionist Theory: This view combines elements from both nativist and behaviorist theories, arguing
that language development arises from social interactions between children and their caregivers. Prominent
theorists like Lev Vygotsky emphasized the role of social context in cognitive development.
These theories reflect differing beliefs about the roles of innate abilities and environmental factors in language
learning, contributing to ongoing debates in linguistics and psychology about effective teaching approaches.
4. The Linguistic Environment
In the world of language learning, the linguistic environment plays a vital role in shaping how learners engage with
and absorb new languages. This environment encompasses not only the language itself—words, grammar, and
syntax—but also the social interactions and cultural contexts that enrich communication. A dynamic classroom
filled with activities like role-playing, storytelling, and group discussions transforms language learning into an
engaging journey, fostering motivation and confidence. By creating an interactive atmosphere, educators can
enhance students' experiences, making language acquisition a vibrant and meaningful process. With this foundation
in mind, we can explore various theories that further illuminate the mechanisms of effective language learning.
Acculturation Model
The Acculturation Model, proposed by John Schumann, describes the process through which individuals acquire a
second language (L2) while adapting to a new culture. This model is particularly relevant for ethnic minorities,
including immigrants and their children, who often find themselves in majority language environments. Schumann
posits that the success of language acquisition is closely linked to the degree of acculturation—essentially,
describing how well learners integrate into the target culture. He identifies two crucial dimensions influencing this
process: social distance and psychological distance. Social distance refers to the extent to which learners can
identify with and connect to members of the target language group, while psychological distance encompasses
learners' comfort and ease with language learning tasks. Factors such as social dominance, integration patterns, and
attitudes toward the target culture play significant roles in determining these distances. Ultimately, Schumann's
model highlights that effective language learning is not merely a cognitive endeavor but also a deeply social and
emotional process influenced by cultural adaptation.
Comprehensible Input Hypothesis
The Comprehensible Input Hypothesis, formulated by Stephen Krashen, asserts that language acquisition occurs
when learners are exposed to input that is slightly above their current proficiency level, termed “i+1.” This
hypothesis emphasizes that for effective learning to take place, input must be understandable yet challenging
enough to stretch the learner’s existing capabilities. Krashen argues that natural communication is essential for
language acquisition; thus, exposure to authentic language in context enhances understanding and retention.
Teachers are encouraged to provide materials and experiences that are engaging and relevant while ensuring they
are accessible to students. This approach aligns with the idea that learners should receive ample opportunities for
interaction in the target language, allowing them to make sense of new `structures and vocabulary in a meaningful
way. By focusing on comprehensible input, educators can create an environment conducive to natural language
development.
Interaction Hypothesis
The Interaction Hypothesis, proposed by Michael Long, emphasizes the importance of interaction in the language
learning process. According to this hypothesis, meaningful communication allows learners to negotiate meaning,
clarify misunderstandings, and receive immediate feedback from their interlocutors. This interactive process not
only facilitates comprehension but also promotes linguistic output, which is vital for reinforcing language
structures and vocabulary. Long argues that through negotiation of meaning—such as asking for clarification or
rephrasing—learners engage more deeply with the language. Consequently, teachers should design activities that
foster interaction among students, such as group discussions, role-playing scenarios, and collaborative projects. By
creating opportunities for meaningful dialogue, educators can enhance students’ confidence and competence in
using the target language.
Pushed Output Hypothesis
The Pushed Output Hypothesis, articulated by Merrill Swain, posits that producing language—whether through
speaking or writing—forces learners to process linguistic forms at a deeper level. Swain argues that when learners
are pushed to articulate their thoughts clearly and accurately, they become more aware of their linguistic gaps and
limitations. This awareness prompts them to modify their output and seek out new structures or vocabulary to
express themselves effectively. The hypothesis underscores the importance of active engagement in language use
as a means of reinforcing learning. Educators can implement this theory by designing tasks that require students to
produce language under communicative pressure—such as debates, presentations, or peer teaching exercises,
thereby enhancing both fluency and accuracy in their use of the target language.
Noticing Hypothesis
The Noticing Hypothesis, introduced by Richard Schmidt, suggests that learners must consciously notice specific
linguistic features input for those features to be acquired effectively. Schmidt argues that mere exposure to
language is insufficient; learners need to actively recognize and reflect on grammatical structures or vocabulary
within context. This awareness facilitates deeper cognitive processing and aids retention. In practice, educators can
create focused tasks where specific elements of language are highlighted for discussion or analysis. By
encouraging students to notice these features during reading or listening activities—and then apply them in
speaking or writing, teachers can enhance learners' understanding of how language functions in various contexts.
The Noticing Hypothesis thus emphasizes the importance of metalinguistic awareness as a critical component of
successful language acquisition.
4. First Language Acquisition
First language acquisition (FLA) is the amazing journey through which infants naturally learn their native
language, starting from the moment they are born. Imagine a baby listening intently to the sounds and rhythms of
speech around them—this is where it all begins! Through playful interactions with caregivers, children gradually
pick up words, phrases, and grammar without any formal lessons. They move through stages, from cooing and
babbling to forming complete sentences, all while absorbing the intricacies of their language. This process
showcases the incredible ability of humans to acquire language instinctively, making FLA a fascinating topic in
linguistics and psychology.
A. Behaviorist Perspective
The Behaviorist Perspective, primarily associated with B.F. Skinner, posits that language acquisition occurs
through conditioning and reinforcement. According to this view, children learn language by imitating the speech
they hear from caregivers and receiving positive reinforcement for correct usage. For example, when a child
correctly names an object and receives praise or a reward, they are more likely to repeat that behavior. Skinner
argued that language is learned as a set of behaviors shaped by environmental stimuli, where correct utterances are
reinforced, leading to habit formation. Critics of this perspective point out that it does not adequately explain the
rapid pace at which children acquire language or their ability to generate novel sentences, suggesting that cognitive
processes also play a significant role.

B. Innatist Perspective
The Innatist Perspective, championed by Noam Chomsky, challenges the behaviorist view by emphasizing the role
of innate biological mechanisms in language acquisition. Chomsky introduced the concept of the Language
Acquisition Device (LAD), a hypothetical structure in the brain that predisposes humans to acquire language
naturally. He argued that all human languages share a common underlying structure known as Universal Grammar,
which children intuitively understand. Chomsky also highlighted the Poverty of the Stimulus, asserting that the
linguistic input available to children is often insufficient for them to learn complex grammatical rules solely
through imitation or reinforcement. This perspective suggests a critical period during which children are
particularly receptive to language learning, further supporting the idea that innate cognitive structures facilitate first
language acquisition.
C. Interactionist Perspective
The Interactionist Perspective combines elements from both behaviorism and innatism, emphasizing the
importance of social interaction in language development. According to theorists like Jerome Bruner, language
acquisition is a collaborative process between children and their caregivers, facilitated by conversational
exchanges. This perspective highlights the role of the Language Acquisition Support System (LASS), which
includes strategies used by caregivers to support children's language learning, such as scaffolding and providing
contextually rich interactions. The interactionist approach values meaningful communication and argues that both
biological predispositions and environmental factors contribute to effective language acquisition.
In wrapping up our exploration of language learning, let’s reflect on the fascinating journey you've just embarked
upon. Think about the first time you learned a new word or phrase—how did it feel? Did it come naturally, or
did it make some effort? This process mirrors what your future students will experience. You’ve now encountered
various theories, from Chomsky’s LAD to Krashen’s Comprehensible Input, each offering valuable insights into
how we acquire language. But here’s where it gets exciting: as a teacher, you get to put these theories into practice!
Pause for a moment and consider: how might you create a classroom environment that blends these ideas?
How can you use students’ innate abilities while also enriching their learning through interaction and social
engagement? Think about the strategies discussed, like designing activities that push your students to use language
actively and notice key features of grammar and vocabulary.
Before we move on to the next lesson, take a moment to imagine your classroom. How will you make
language learning not just an academic task but an immersive experience? By combining theory with hands-
on methods, you're not just teaching language, you’re shaping communicators, thinkers, and global citizens.