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2nd Language Acquisition Theories Sumerary

The document outlines various theories of second language acquisition, including Behaviorist, Innatist, Cognitive, Usage-Based Learning, and Sociocultural perspectives. Each theory discusses how language is acquired, the conditions necessary for learning, and their respective limitations. The document emphasizes the complexity of language learning and the influence of cognitive processes, social interactions, and individual differences.
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0% found this document useful (0 votes)
39 views8 pages

2nd Language Acquisition Theories Sumerary

The document outlines various theories of second language acquisition, including Behaviorist, Innatist, Cognitive, Usage-Based Learning, and Sociocultural perspectives. Each theory discusses how language is acquired, the conditions necessary for learning, and their respective limitations. The document emphasizes the complexity of language learning and the influence of cognitive processes, social interactions, and individual differences.
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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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Download as PDF, TXT or read online on Scribd
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2nd Language Acquisition Theories

Behaviorist Theory in Second Language Acquisition:


1. Learning Based on Habits:
o A second language is learned through repetition, imitation, and constant practice.
o Correct responses are reinforced with positive feedback.
2. Conditions for Learning:
o Teaching should include repetition, memorization, and positive reinforcement.
o Audio materials and memorization exercises are used to strengthen learning.
3. Limitations of the Theory:
o Not all second language errors are predictable:
▪ Comparing the first and second language does not always explain learners’ mistakes.
o It does not fully explain the influence of the first language:
▪ Language interference is not just about habits; it involves more complex cognitive
processes.
o It was criticized and largely abandoned after the 1970s:
▪ Research showed that language learning is more than just repetition and
reinforcement. It involves more subtle processes, such as recognizing similarities
and differences between languages.
Answers to the Questions:
1. How does a learner acquire a second language according to this theory?
o Through imitation, repetition, and positive reinforcement. Learning is seen as the formation
of habits.

2. What are the conditions to learn?


o The use of audio materials, repetition of dialogues, memorization of sentence patterns, and
reinforcement of correct responses.
3. Are there any limitations in this theory? Which ones?
o Yes. It does not fully explain the influence of the first language on the second, it does not
correctly predict learners’ errors, and it was mostly rejected in the 1970s for being
insufficient to explain language acquisition.
Innatist Theory in Second Language Acquisition
Language Acquisition as an Innate Ability
• This theory, based on Chomsky's Universal Grammar (UG), suggests that humans are born with
an innate ability to acquire language.
• The brain contains a Language Acquisition Device (LAD) that helps process and learn languages
naturally.
• There is a critical period for language acquisition, meaning it is easier to learn a language at a young
age.
Conditions for Learning
• Learners must be exposed to natural language input in meaningful contexts.
• Interaction with native speakers or engaging in real communication helps activate the innate
mechanisms for language learning.
• Some linguists argue that explicit instruction is still necessary, especially for aspects of language
that do not have direct equivalents in the learner’s first language.
Limitations of the Theory
1. Does not fully explain second language learning:
o While Universal Grammar may work for first language acquisition, it does not account for
the difficulties adults face when learning a second language.
2. The role of the critical period is debated:
o Some learners can acquire a second language successfully even after the critical period,
which challenges the idea of a strict biological limit.
3. Ignores external factors:
o It does not consider the impact of motivation, environment, and social interactions in the
learning process.
Answers to the Questions:

How does a learner acquire a second language according to this theory?


• By being exposed to natural language in meaningful interactions. The brain applies innate
grammatical structures to process and acquire the language.

What are the conditions to learn?


• The learner must receive sufficient input, ideally through interaction with proficient speakers.
• Exposure to grammatically rich and meaningful sentences helps activate innate mechanisms for
learning.

Are there any limitations in this theory? Which ones?


• It does not fully explain second language learning, especially for older learners.
• The critical period hypothesis is not absolute—some adults still acquire languages successfully.
• It does not consider motivation or external factors, which are crucial in language learning
The Cognitive Perspective in Second Language Acquisition
Language Learning as a Cognitive Process
• Second language acquisition is seen as a cognitive process, similar to how we store and retrieve
information in memory.
• There is no need for a specific language module in the brain; instead, learning relies on general
processes of perception, memory, categorization, and generalization.
• Both first and second languages are acquired through similar mechanisms, but second language
learning faces additional challenges due to prior language knowledge interference.
Restructuring and Transfer-Appropriate Processing
• Restructuring explains sudden changes in learners’ knowledge, even without explicit instruction,
which can lead to overgeneralization errors (e.g., saying seed instead of saw).
• Transfer-Appropriate Processing (TAP) suggests that information is best retrieved when the
context of use is similar to the context in which it was learned. This explains why learners remember
vocabulary better in situations that resemble their learning environment.
Limitations of the Cognitive Perspective
• It does not fully explain individual differences in language acquisition.
• It focuses on mental processes but ignores the role of social interaction and motivation.
• It does not sufficiently address how emotions and culture influence language learning.
The cognitive
Information Processing in Second Language Acquisition
Language Learning as an Information-Processing System
• Language learning starts with conscious and controlled information use, which later becomes
automatic with practice.
• In the beginning, learners must pay attention to every aspect of the language, which limits how
much information they can process at once.
• With continued practice, language structures become automatic, freeing cognitive resources for
more complex tasks.
Automaticity in Language Processing
• Speaking fluently means not having to think about each word or structure; instead, learners rely on
predictable linguistic patterns.
• Proficient speakers do not process each word individually but rather access the overall meaning of
a sentence automatically.
• The lack of automaticity explains why second language readers take longer to understand texts
compared to native speakers.
Declarative vs. Procedural Knowledge
• Declarative Knowledge: Explicit knowledge of grammar rules and vocabulary.
• Procedural Knowledge: Implicit knowledge that allows language use without conscious effort.
• With practice, declarative knowledge becomes procedural, enabling fluent communication.
Limitations of the Information-Processing Model
• It does not fully explain creativity and variability in language production.
• It focuses on memory and processing but ignores motivation and social interaction.
• It does not address why some learners develop fluency faster than others.
The cognitive
Usage-Based Learning and the Competition Model
Usage-Based Learning

Core Principles:
• Language is acquired through repeated exposure and interaction, rather than through innate rules
or specific grammar structures.
• Learners develop connections between language features and their contexts, meaning they
recognize patterns based on how frequently they encounter them.
• Rather than memorizing rules, learners unconsciously pick up grammatical structures from
meaningful communication.

Conditions to Learn:
• The learner needs frequent exposure to language in real-life contexts.
• The more often a linguistic structure appears, the more likely the learner will internalize it.
• Interaction is key learners need to use the language, not just see or hear it.

Limitations:
• This theory may struggle to explain how learners acquire complex grammar structures that they
don’t frequently encounter.
• Learners might overgeneralize patterns (e.g., applying regular verb endings to irregular verbs, like
saying goed instead of went).
• It does not fully explain why some aspects of language are harder to acquire than others.
The Competition Model

Core Principles:
• Language learning is guided by linguistic cues such as word order, grammar markers, and the
meaning of words.
• Different languages prioritize different cues. For example, English relies on word order (Subject-
Verb-Object), while Spanish and Italian rely more on verb endings and pronouns to determine
meaning.
• Learners gradually adjust to these language-specific priorities through experience.

Conditions to Learn:
• Learners need exposure to many examples of language use to understand which cues are important
in a given language.
• They must recognize and interpret linguistic signals that indicate meaning, such as verb tense, word
order, and pronouns.
• Understanding the way cues work in one’s native language can either help or interfere with learning
a second language.

Limitations:
• Learners who speak a language with different cue priorities may struggle to adjust to a second
language (e.g., an English speaker learning Italian might misinterpret sentences due to different
word order patterns).
• This model focuses on sentence-level understanding but does not fully explain how learners
acquire deeper linguistic structures like abstract syntax.
Answers to the Questions:

How does a learner acquire a second language?


• In Usage-Based Learning, learners acquire a language by being exposed to it repeatedly and
developing associations between words, grammar, and meaning through experience.
• In The Competition Model, learners acquire a language by understanding and prioritizing the most
important linguistic cues used in that language, adjusting their interpretation accordingly.

What are the conditions to learn?


• Usage-Based Learning: Requires frequent and meaningful exposure to language through
communication and interaction.
• The Competition Model: Requires learners to recognize and adapt to the different linguistic cues
that shape sentence meaning in the target language.

Are there any limitations? Which ones?


• Usage-Based Learning: Does not fully explain how learners acquire complex grammar or why some
structures are harder to learn.
• The Competition Model: Learners may struggle when switching between languages that prioritize
different linguistic cues, and it does not address more abstract aspects of language learning.
The cognitive
Key Points of Theories on Second Language Acquisition
Language and the Brain

Key Principles:
• Brain imaging shows different activation areas for first (L1) and second (L2) languages.
• L2 processing involves broader brain regions, especially in late learners.
• More proficiency in L2 leads to processing patterns closer to L1.
Conditions for Learning:
• The brain adapts to L2 over time with practice and exposure.
• Neural efficiency increases as proficiency improves.

Limitations:
• Research is still in early stages, with mixed findings.
• It is unclear how brain differences impact teaching methods.

Second Language Applications

Key Principles:
• Interaction and practice enhance L2 learning.
• Meaningful exchanges improve comprehension and fluency.
• Noticing and cognitive engagement strengthen learning.

Conditions for Learning:


• Opportunities for interaction and negotiation of meaning.
• Repeated exposure in communicative contexts.

Limitations:
• Classroom settings may not always provide enough interaction.
• Some learners may not actively "notice" new language features.
The Noticing Hypothesis

Key Principles:
• Learning happens when learners consciously "notice" linguistic features.
• Comprehensible input alone is not enough; awareness is key.

Conditions for Learning:


• Learners must actively recognize gaps in their knowledge.
• Noticing is influenced by attention, input frequency, and cognitive engagement.

Limitations:
• Some learning can happen implicitly, without conscious awareness.
• Measuring "noticing" is difficult in research.
Input Processing

Key Principles:
• Learners prioritize meaning over grammar when processing language.
• Word order and familiar structures influence interpretation.

Conditions for Learning:


• Learners must shift attention from meaning to form.
• Instruction should help focus on grammatical structures.

Limitations:
• Learners struggle to balance meaning and grammar.
• Early reliance on word order can lead to misinterpretations.
Processability Theory

Key Principles:
• Learners acquire language structures in a predictable order.
• More complex structures require advanced processing ability.

Conditions for Learning:


• Learners must develop cognitive readiness for complex grammar.
• Some structures cannot be learned before simpler ones.

Limitations:
• Does not account for individual learning differences.
• May not fully explain exceptions in learning sequences.
The Role of Practice

Key Principles:
• Practice helps convert knowledge into automatic use.
• Meaningful, interactive practice enhances learning.

Conditions for Learning:


• Practice should be interactive and focused on essential skills.
• Frequent and varied use of language supports fluency.

Limitations:
• Repetitive drills without meaning may not be effective.
• Practice alone is not enough without comprehension.
Answers to the Questions
1. How does a learner acquire a second language according to this theory?
o Through perception, memory, attention, and the automation of knowledge.
o It starts as an effortful process but becomes automatic with practice.
2. What are the conditions to learn?
o Exposure to the language in meaningful contexts.
o Active attention and processing of information.
o Continuous practice to automate knowledge.
3. Are there any limitations in this theory? Which ones?
o It does not fully explain individual differences in learning.
o It does not sufficiently consider social interaction and motivation.
o It focuses on memory and processing while overlooking emotional and cultural factors.
The Sociocultural Perspective

Key Principles:
• Language learning occurs through social interaction and collaboration.
• The Zone of Proximal Development (ZPD) plays a crucial role in learning, where learners acquire
knowledge with the help of a more knowledgeable interlocutor.
• Internalization happens when external social interactions become internal cognitive processes.

Conditions for Learning:


• Learners must engage in meaningful social interactions.
• Scaffolding (support from an expert or peer) is necessary for development.
• Language acquisition is mediated by cultural and social tools.

Limitations:
• Does not fully account for individual cognitive processes outside social interaction.
• Overemphasizes the role of external support, potentially underestimating independent learning.
• Difficult to measure the exact impact of social interaction on internal cognitive processes.

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