Thursday, 4 June 2015

Theories of Language Learning

Theories of Language Learning

Behaviorist Theories (include The Contrastive Analysis Hypothesis)
Basic Tenets 
o    Based on Skinner
o    The idea that animal and human learning are similar based on Darwin’s theory.
o    All behavior is a response to stimuli.
o    No innate pre-programming for language learning at birth (Hadley 2001, pg. 57)
o    Learning can also occur through imitation.
o    Corrective feedback to correct bad habits
o    Language is learned just as another behavior   
Critique 
o    Chomsky criticized this theory.
o    Does not explain the creativity of children in generating language. i.e how can kids overcome grammatical errors without their parents’ correction?


Universal Grammar Theory
Basic Tenets
o    A mentalist viewpoint related to nativism and cognitive theory.
o    The idea that of Chomsky that all children are born with Language Acquisition Device (Hadley 2001 pg 58).
o    Language learning depends on biological mechanisms.
o    Children are innately programmed to learn language.
o    Each language has its own “parameter settings”.
o    The principles that children discover represent their “core grammar” which relates to general principles that correspond to all languages.
o    All human brain contains language universals that direct language acquisition  ( Horwitz 2008)
o    It can be tested    
Critique 
o    Is based on first language learning so it may not apply to second language acquisition.
o    The way adults and children learn is different.
o    Does not consider social factors or individual differences that affect language learning. .
o    Motivation and attitudes towards the target language does not come into play in this theory.
o    It is very Complex
o    Only looks at product data

Krashen’s Monitor Theory

Basic Tenets
o    Adults have two ways of developing competence in the second language: acquisition (subconscious learning) and learning (conscious learning).
o    The natural order hypothesis: acquisition of grammatical structures follow a predicable order when is natural (Hadley 2001).
o    The monitor Hypothesis: Acquisition is responsible for all second language utterances and fluency. On the contrary, learning is the “editor” and “monitor” for the output (Hadley 2001).
o    The input hypothesis: speaking fluency emerges over time. Acquisition on language will happen when we are exposed to the language that is beyond our level.
o    Effective filter hypothesis: low effective filter contributes to good learning.
o    Error correction should be minimized and only use when the goal is learning.
o    Students should not be required to produce speech until they’ re ready.    
Critique
o    There is a debate between the distinction of learning and acquisition. Krashen’s claim cannot be tested.
o    Munsell and Cart (1981) criticized the implication of this theory that language learning is distinct from other types of learning (Hadley 2001).
o    There are not clear definitions for some of the terms implemented by Krashen such as “comprehensible input” and acquisition vs. learning.
o    Krashen does not explain how effective filters develops and does not take individual differences into account.


Cognitive Theory
(Ausubel, McLaughlin, Bialystok, Ellis, Anderson, and others)

Basic tenets 
o    Based on internal and mental processes.
o    Focuses on transferring, simplification, generalization, and restructuring that involve second language acquisition.
o    Language learning is the result from internal mental activity.
o    Emphasizes that knowledge and new learning is organized in a mental structure.
o    Learner acts, constructs, and plans its own learning
o    Analyzes own learning
o    Positive and negative feedback is important for restructuring.
o     Proficiency develops trough practice and then it becomes automatic. 
o    Once new information it’s acquired, existed knowledge is reorganized. 
o    Ausubel emphasizes that learning language needs to be meaningful in order to be effective and permanent (Hadley 2001, pg 69).   
Critique
o    Needs more clarification when referring to complex cognitive skill.
o    Does not explain when and how some features of the first language are transfer to the second language and why some don’t transfer.


Conversation Theories
Basic Tenets 
o    The idea of learning a second language by participating in conversations
o    Importance use of scaffolding
o    Gives feedback and suggest ways of improvement
o    Does not require production of full sentences but encourages speaking
o    Errors should be corrected    
Critique 
o    Does not focus on teaching grammar

Schumann’s Acculturation Theory
Basic Tenets
o    Based on a Social Theory
o    Focuses on the multiple perspective of the learner
o    Learning a language to function in the target language culture.
o    Examines how social forces affect language learning.
o    Attitudes and stereotypes towards the target language affect learning.
o    Lower social and psychological distance will lead to successful learning
o    Errors can be corrected for better acculturation
o    There are external factors that affect language acquisition
    Critique 
o    Does not focus on teaching specific grammar 

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