Week 2_How foreign languages are learned_Ling

Introduction to Language Learning

This document provides insights into language learning and teaching, focusing on language didactics and linguistic competence with an emphasis on understanding how foreign languages are learned. The keynote speaker, Dr. Ingrid Paulsen from CAU Kiel, presents various theoretical perspectives throughout the sessions of the summer semester in 2024.

Week 2: How Foreign Languages Are Learned

In this session, students are encouraged to reflect upon their beliefs regarding language learning by assessing various statements on Wooclap. The agenda includes discussions on how foreign language learning can be explained, the influence of individual learner characteristics, an exploration of complex dynamic systems theory, and a conclusion with an outlook on future implications.

How Can We Explain Foreign Language Learning?

The exploration begins with four main perspectives that explain foreign language learning:

• Behaviorist

• Innatist

• Sociocultural

• Cognitive

Defining Foreign Language Learning

Terminologies critical to this discussion are defined:

• EFL (English as a Foreign Language): Distinction based on sociopolitical contexts.

• L1 (First Language) and L2 (Second Language):

  • L1 refers to the mother tongue of individuals.

  • L2 refers to any language learned after the first.

  • ENL (English as a Native Language) pertains to those whose first language is English, while ESL (English as a Second Language) applies to non-native speakers of English.

In this section, Krashen's distinction between "acquisition" (natural settings) and "learning" (instructional settings) is highlighted. It suggests that instructed second language acquisition or learning differs significantly from natural acquisition in terms of cognitive and contextual factors affecting language development.

Behaviorist Perspective

Examining the behaviorist perspective rooted in the theories of B.F. Skinner during the 1940s and 1950s:

• Language is viewed as a form of verbal behavior shaped by stimulus-response patterns, where reinforcement and punishment establish habits of language use.

• L2 learners utilize previously formed habits and often face challenges like overgeneralization in language use (e.g., saying buyed instead of bought), which reflects the limits of imitation in language acquisition. While behaviorism has been influential, it has also faced criticism due to evidence that children demonstrate creativity in language use contrary to the prediction that they only imitate.

Innatist Perspective

Looking into the Innatist perspective introduced by Noam Chomsky:

• Focuses on the concept of Universal Grammar, suggesting that the ability to acquire language is innate, and that children’s language errors are pivotal for their learning process.

• Concepts introduced include:

  • Language Acquisition Device (LAD): argues that humans have an inherent ability to understand grammatical rules.

  • Interlanguage: a developing linguistic competence that includes elements from both L1 and L2 and changes as learners gain input.

Cognitive Perspective

The cognitive perspective asserts that:

• Language acquisition does not rely on an innate mechanism but is an extension of the general cognitive processes underpinning all learning. Key points include:

  • Experience and practice are critical, and meaningful practice enhances learning.

  • The information processing model emphasizes the need for learners to categorize and generalize language patterns and forms.

  • Research highlights the importance of interaction in language learning, and that noticing or becoming aware of language features significantly aids the learning process.

Sociocultural Perspective

Vygotsky’s sociocultural theory conceptualizes learning as:

• An interplay between social interaction and cognitive development, underscoring that speaking and writing are embedded in social contexts.

• Learning occurs within a Zone of Proximal Development (ZPD), where learners acquire skills through scaffolding provided by more knowledgeable peers or teachers.

• This emphasizes that the role of learners as active agents in their learning processes is crucial for effective language acquisition.

Conclusion and Outlook

Reflecting on various theories of language acquisition prompts learners to think critically about teaching methods in the context of foreign language instruction. Future discussions will delve into how understanding these theories can inform teaching practices and reflect upon personalized learning scenarios and implications for classroom engagement.

Learning Goals

By the end of this session, you should be able to:

• Detail different theories of second language acquisition and distinguish their central concepts.

• Relate these theories to varying perspectives and evaluate their interconnections.

• Apply the theories in practical language learning scenarios within your teaching.

• Summarize how individual learner characteristics impact foreign language acquisition and note the implications these theories have for teaching methodologies.

References

Key references include Lightbown & Spada’s works which cover foundational approaches to understanding language learning intricately.