LINUISTIC-THEORIES-AND-MODELS

Theories and Models in Language Acquisition

Overview

  • Language acquisition theories form the basis for language teaching methods.

  • Importance of understanding these theories for effective language teaching.

1. Behaviorism

Key Proponent: B.F. Skinner

  • Language learning as a result of imitation, drills, and practice.

  • Teachers must have native-like fluency to provide correct language models.

  • Important for teaching pronunciation and early speech development.

  • Weaknesses: Focuses excessively on habit formation, neglecting inherent language capabilities.

2. Nativism/Innatism

Key Proponent: Noam Chomsky

  • Critiques behaviorist approaches (imitation and stimulus-response).

  • Introduces the concept of the Language Acquisition Device (LAD).

  • Universal Grammar (UG): A mental framework embedded in humans allowing rapid language acquisition:

    • Children hypothesize and generalize language rules (e.g., past tense formation).

    • UG applies primarily during a critical period for native language acquisition.

3. Interactionism

Key Proponent: Lev Vygotsky

  • Language acquisition involves both biological predispositions and social interactions.

  • Emphasizes the importance of a supportive social environment for language development.

  • Four key concepts:-

    • Zone of Actual Development: Limits of what children can do alone.

    • Zone of Proximal Development: Potential growth with guidance from more knowledgeable others (MKO).

4. Monitor Model

Key Proponent: Stephen Krashen

  • Differentiates between language acquisition (natural, subconscious) and language learning (formal, conscious).

  • Acquisition-Learning Hypothesis:

    • Acquisition leads to fluent speech; learning acts as a monitor for corrections.

    • Children acquire language effortlessly through interaction.

5. Natural Order Hypothesis

  • Asserts that language acquisition follows a predictable sequence regardless of grammatical complexity.

  • Example: Present continuous (-ing) is learned before simple present (-s).

  • Misaligned teaching can frustrate learners.

6. Monitor Hypothesis

  • Acquisition is responsible for language production while learned knowledge acts as a monitor.

  • Over-reliance on monitoring can hinder fluent communication and induce anxiety.

7. Input Hypothesis

  • Language acquisition occurs through meaningful input rather than direct teaching.

  • Intakes: Input should be slightly above the current proficiency level for effective acquisition.

  • Formal instruction should focus on providing abundant context-rich inputs.

8. Affective-Filter Hypothesis

  • Describes the emotional variables that affect language acquisition, including anxiety, self-confidence, and motivation.

  • A high affective filter (e.g., low self-confidence) detracts from input absorption.

  • Teachers should reduce affective barriers and enhance motivation to improve language acquisition.