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Theories of language learning

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Theories of language learning

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hk9887654
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Theories of Language Learning:


Language learning theories provide frameworks for understanding how individuals acquire
language. They offer insights into the cognitive, social, and linguistic processes involved in
language acquisition. Here are some of the key theories:

Behaviorism

 Key proponent: B.F. Skinner


 Core idea: Language learning is primarily a process of habit formation through stimulus-
response associations.
 Explanation: Learners imitate language patterns and are reinforced for correct usage.
Errors are corrected through negative reinforcement.
 Criticism: While behaviorism explains some aspects of language learning, it fails to
account for the complexity of language and the creativity exhibited by learners.

Nativism

 Key proponent: Noam Chomsky


 Core idea: Humans possess an innate language acquisition device (LAD) that enables
them to acquire language rapidly and effortlessly.
 Explanation: The LAD contains universal grammar principles that guide language
development.
 Criticism: While nativism offers a compelling explanation for language acquisition, it
has been criticized for underestimating the role of environment and experience.

Interactionist Theories

 Core idea: Language learning is a result of both innate abilities and environmental
factors.
 Sub-theories:
o Krashen's Monitor Theory: Proposes that language acquisition is a
subconscious process, while learning is a conscious process.
o Vygotsky's Sociocultural Theory: Emphasizes the role of social interaction and
cultural context in language development.
o Communicative Language Teaching (CLT): Focuses on language as a tool for
communication and emphasizes meaningful interaction.

A Deeper Dive into Interactionist Theories


Interactionist theories of language learning emphasize the interplay between innate abilities
and environmental factors. They highlight the importance of social interaction and
communicative contexts in language acquisition.

Krashen's Monitor Theory


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 Key concepts:
o Acquisition vs. Learning: Acquisition is a subconscious process similar to how
children acquire their first language, while learning is a conscious process
involving formal instruction and rules.
o The Monitor: The monitor is a conscious language-editing device that can be
used to correct errors in speech. However, it is most effective for learners who
have a high level of proficiency.
o Comprehensible Input: Learners acquire language by understanding input that is
just slightly beyond their current level of competence.

Vygotsky's Sociocultural Theory

 Key concepts:
o Zone of Proximal Development (ZPD): This is the distance between what
learners can do independently and what they can do with the help of more
knowledgeable others.
o Scaffolding: More knowledgeable others provide support and guidance to
learners, helping them to move forward in their development.
o Internalization: Through social interaction, learners internalize external
knowledge and skills, transforming them into internal cognitive processes.

Communicative Language Teaching (CLT)

 Key principles:
o Meaningful communication: CLT emphasizes the importance of using language
for real-world purposes.
o Form and meaning: Learners are encouraged to focus on both the form
(grammar and vocabulary) and the meaning (content) of language.
o Learner autonomy: Learners are given opportunities to take ownership of their
learning and make choices about their language activities.

How these theories relate to language teaching practices:

 Krashen's Monitor Theory: Teachers can create a supportive environment where


learners feel comfortable taking risks and using language without fear of correction.
 Vygotsky's Sociocultural Theory: Teachers can use group work, pair work, and
cooperative learning activities to promote peer interaction and scaffolding.
 CLT: Teachers can use authentic materials, role-plays, and simulations to create
meaningful communicative contexts for learners.

Cognitive Theories

 Core idea: Language learning is a cognitive process that involves the development of
mental representations and the application of cognitive strategies.
 Sub-theories:
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o Information Processing Theory: Explains language learning as a process of


encoding, storing, and retrieving information.
o Schema Theory: Proposes that learners construct mental representations or
schemas to organize and interpret language input.

Other Theories

 Functionalism: Emphasizes the role of language in fulfilling social and communicative


functions.
 Connectionism: Views language learning as a process of forming neural connections
between linguistic elements.

Key Factors Influencing Language Learning:

 Age: Early exposure to language is often associated with greater proficiency.


 Motivation: Intrinsic motivation is crucial for successful language learning.
 Exposure: Regular exposure to target language input is essential.
 Instruction: Effective teaching methods can facilitate language acquisition.
 Individual differences: Learners have varying cognitive abilities, learning styles, and
personalities that influence their language learning experiences.

Theories of Language Learning


Understanding how language is learned is a central concern in applied linguistics. Various
theories have been proposed to explain this complex process. Here are some of the most
influential ones:

Behaviorism

 Key proponent: B.F. Skinner


 Core idea: Language learning is a process of habit formation through stimulus-response
associations.
 Mechanism: Learners associate sounds with meanings and develop language skills
through reinforcement and conditioning.
 Criticisms: Oversimplifies the complexity of language and fails to account for the
creativity and generative nature of language use.

Cognitive Theory

 Key proponents: Noam Chomsky, Jean Piaget


 Core idea: Language learning is an active process of mental construction and
reorganization of knowledge.
 Mechanism: Learners possess innate language acquisition devices (LADs) that guide
them in acquiring the rules of language.
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 Criticisms: While acknowledging the role of innate abilities, it may underemphasize the
importance of environmental factors and social interaction.

Constructivism

 Key proponents: Lev Vygotsky, Jerome Bruner


 Core idea: Language learning is a social and interactive process of constructing meaning
through experiences.
 Mechanism: Learners actively construct their understanding of language through
interaction with others and their environment.
 Criticisms: May overemphasize the role of social interaction and downplay the
importance of individual cognitive factors.

Universal Grammar

 Key proponent: Noam Chomsky


 Core idea: Humans possess innate knowledge of linguistic principles that guide language
acquisition.
 Mechanism: Learners have a universal grammar that provides a blueprint for language
structure, allowing them to acquire any language they are exposed to.
 Criticisms: While there is evidence for innate linguistic abilities, the exact nature and
extent of these abilities are still debated.

Interactionist Theory

 Key proponents: Stephen Krashen, James Cummins


 Core idea: Language acquisition is a result of interaction with the environment and other
language users.
 Mechanism: Learners acquire language through comprehensible input and through
interaction with proficient language users.
 Criticisms: While interaction plays a crucial role, it may not fully explain the
complexities of language acquisition, such as the development of grammatical structures.

It's important to note that these theories are not mutually exclusive. Many researchers
believe that a combination of factors, including innate abilities, environmental influences, and
social interaction, contribute to language learning.

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