Second Language Acquisition Theories and Beliefs

Introduction

  • Language acquisition has fascinated humans for centuries.

  • Two main questions:

    • Is language acquisition innate or learned?

    • How do learner beliefs align with teachers' theoretical frameworks?

First Language Acquisition Theories

  • Three primary approaches:

    1. Behaviourist Approach:

    • Language learning is a result of stimuli and responses, with imitation and reinforcement being key.

    1. Innatist Approach:

    • Noam Chomsky's theory of Universal Grammar suggests all humans are preprogrammed for language.

    • The Critical Period Hypothesis indicates a timeframe post-birth until puberty when language acquisition is most effective.

    1. Cognitivist Approach:

    • Emphasizes exposure to language, where language acquisition is likened to other developmental learning.

Second Language Acquisition Theories

  • Similar categorization to first language acquisition:

    1. Behaviourist Approach:

    • Emphasizes habit formation through methods like the Audio-Lingual Method (ALM).

    • Contrastive Analysis Hypothesis predicts errors based on the native language influence.

    1. Innatist Approach:

    • Incorporates Chomsky's Universal Grammar, suggesting it applies to L2 learners as well.

    • Krashen's Monitor Model includes several hypotheses:

      • Acquisition-Learning Hypothesis: Distinguishes between learned and acquired language.

      • Monitor Hypothesis: Suggests learned language can edit or monitor spoken language, if conditions allow.

      • Input Hypothesis: Acquisition occurs through understanding slightly elevated input (i+1).

      • Affective Filter Hypothesis: Motivation and emotions affect language acquisition.

      • Critical Period Hypothesis: Explores age-related acquisition efficiencies, suggesting sensitivity extends beyond a strict cutoff.

    1. Cognitivist Approach:

    • Highlights the importance of practice and interaction in learning.

    • Interaction Hypothesis: Language is acquired through interaction, making input comprehensible.

    • Output Hypothesis: Emphasizes the importance of language production in aiding acquisition.

Learner Beliefs

  • Learner beliefs about language influence their learning process.

  • Factors include:

    • Perception of language learning.

    • Motivation's role in persistence and success.

Areas of Agreement on SLA Beliefs

  1. Exposure to the target language is critical for success.

  2. Practice contributes significantly to language proficiency.

  3. Learning methods must accommodate individual learner differences.

  4. Motivation is pivotal in language learning.

  5. Early introduction to a second language boosts learning success.

  6. Learners should use the target language extensively in class.

Areas of Disagreement on SLA Beliefs

  1. Some believe SLA is identical to FLA; adults disagree.

  2. Importance of pragmatics in language learning varies between groups.

  3. Teachers' methodologies diverge regarding exposure to unlearned structures.

  4. Discrepancies in beliefs about the impact of mistakes on learning.

  5. Variations exist on whether learners can acquire a language solely through exposure.

Implications and Limitations

  • Recognizing learner beliefs can enhance instructional effectiveness.

  • Understanding these beliefs may inform syllabus design and teaching methodology.

  • Consider potential negative past experiences affecting current beliefs.