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Theoretical Framework in A Schematic Diagram

The theoretical framework is based on contrastive analysis theory, which focuses on the similarities and differences between a learner's first language (L1) and second language (L2). The more similarities between L1 and L2, the more successful L2 learning will be, while more differences may cause more difficulties. Three related theories are discussed: behaviorism, which sees learning as habit formation through reinforcement; nativism, which believes language learning is an innate ability; and social interaction theory, which sees language acquisition as influenced by physical, linguistic, cognitive, and social interactions.

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Abegail Beguiras
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184 views

Theoretical Framework in A Schematic Diagram

The theoretical framework is based on contrastive analysis theory, which focuses on the similarities and differences between a learner's first language (L1) and second language (L2). The more similarities between L1 and L2, the more successful L2 learning will be, while more differences may cause more difficulties. Three related theories are discussed: behaviorism, which sees learning as habit formation through reinforcement; nativism, which believes language learning is an innate ability; and social interaction theory, which sees language acquisition as influenced by physical, linguistic, cognitive, and social interactions.

Uploaded by

Abegail Beguiras
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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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THEORETICAL FRAMEWORK IN A SCHEMATIC DIAGRAM

The theory used in developing the theoretical framework is the Contrastive Analysis Theory by Robert
Lado. The theory’s main focus is to determine the similarities and differences between the first language
and the second language. The more similarities there is between the L1 and L2, the more successful that
the learning of English language will happen. Contrary to that, the more differences there is between the
two languages, the more possibility that the learners will have a difficult time in learning the second
language. This explains why there are errors in the acquisition of the second language.

THEORETICAL BACKGROUND

This study is anchored in three most related theories, namely: The Behavioristic Theory,
The Nativist Theory and lastly is the Function Position Theory or Social Interaction Theory.

The Behavioristic Theory is one of the theories of stimulus-response psychology which


stresses the fact that human and animal learning is a process of habit formation. Thus, it is clear that the
acquisition of learning infancy is governed the acquisition of other habits. Behavioristic theory is
developed by J.B. Watson who believes that, “Individuals are born without built-in mental content and
their knowledge comes from experience and perception”. The theory is shaped through positive
reinforcement or negative reinforcement. Consider effective language behavior to be the production of
correct responses to stimuli. If a particular response is reinforced, it then becomes habitual, or
conditioned.
Nativist theory, on the other hand believes that first language learning is an inborn ability.
All children are born with the ability to learn language, and that ability is considered as a device called a
“little black box”. Under an ordinary linguistic surrounding, acquisition of language learning will come
naturally. According to Chomsky, grammar is a mental system which is always learned at a very young
age and that happens automatically without being taught or stimulated. By the concept question that
how is knowledge of language acquired. This theory found that children do not learn language by
imitations or corrections alone because the process of learning language is too difficult and complicated
to imitate. Children only imitate about 4-50% when they talk with adults. The strong evidence to show
that children do not tend to solely learn language by imitating is that they are supposed to imitate the
input by the adults who try to speak with them in a simple grammar which is called (baby talk). From
this baby talk, it on one hand, helps children to learn some aspects of language. On the other hand, the
children are lacked of fully grammatical language. Yet, children still learn language perfectly,
independent of intelligence or IQ.

Lastly, the functional position or the social interaction theory, states that language
acquisition is influenced by the interaction of a number of factors such as physical, linguist, cognitive,
and social ,” (Cooter and Reutzel, 2004).This theory shares many of the same explanations as the other
three theories. Presumably, two of the biggest names in the Interactionist Theory of language
acquisition are Lev Vygotsky and Jerome Bruner. Vygotsky focuses on the relation between people and
the sociocultural context in which they act and interact in shared experiences (Crawford, 1996).
According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to
mediate their social environments. Initially children develop these tools to serve solely as social
functions, ways to communicate needs.

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