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Reflection on theories of language learning and language teaching methods

What I already know and what I have learnt about theories of language acquisition and
their pedagogical implications.
1. Theories of Language acquisition

In my knowledge of theories of language acquisition, several changes have been taken place
since I registered for this course - Issues in ELT (ELT 702). For instance, I have had little inputs
on theories of language acquisition since the beginning of my B.A studies. All I know regarding
theories of language acquisition were ‘the definition of theory’, ‘three different language
acquisition theories (behaviorist view, cognitivist view and functionalist view) with their
underlining assumption of language learning’, ‘advantages and disadvantages of each of
them’. In contrary to these, having started this course I have acquired quite amazing knowledge
on theories of language acquisition.

The first knowledge I have added goes to the behaviorist view of language learning. Concerning
this theory in addition to my prior knowledge I have raised above, I have learnt its implication
for learning L1, implication for learning L2, implication for language pedagogy and contribution
of the theory in for learning in general.

What I liked most in our studies on this theory is that, the implications drawn from this
traditionalist theory to the to date theory of language learning. Example, the influence of
language teaching practices.

The second knowledge I have added goes to the cognitivist view of language learning.
Regarding this theory I still had general features of the theory like underlining assumption of
language learning’, ‘advantages and disadvantages of it. However, my knowledge is little, it
helped me a lot to comprehend the details of issues I have gained in this course. The details
include: attacks of behaviorist emphasis on form, LAD and its sequence in which it works, UG
and its common structural basis for all languages and implication for language pedagogy.

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Here ‘our ability to learn a language is innate, and there is a “universal grammar” at the
base of the structure of all existing languages, which enables infants to learn whichever
language they are immersed in’ fascinated me.

The third understanding I have added goes to the functionalist view of language learning. Under
this theory I have learnt the basic assumption of it - semantic meaning than structure and its
implication to language pedagogy.

The most important thing I have added on my prior knowledge on this theory is analysis made
on the telegraphic speech ‘Mommy sock’ in comparison to the nativist theory. I say it’s a bell
for us that students go beyond what is put on the line.

The fourth theory I have added goes to the nativist view of language learning (Krashen’s theory
of second language acquisition). To be honest in this theory, I have had a little concept, which I
gained from my M.A studies and my own readings. After I have joined this ELT PhD program
and engaged in the course work, I have developed my knowledge on Krashen’s theory very
much. These areas of knowledge are: the acquisition-learning, the natural order hypothesis,
the monitor hypothesis, the input hypothesis and the affective filter hypothesis.

In this theory I want to appreciate the distinctions tried to be made between Acquisition and
learning even at present, we still can’t fully understand how the language learning process
works in our brain, and why our ability of learning our first languages and our seconds are
different. Next to Chomsky’s theory that argues our ability to learn a language is innate, and
there is a “universal grammar” at the base of the structure of all existing languages, which
enables infants to learn whichever language they are immersed in, Krashen’s theory developed
the concepts of language acquisition and language learning. Acquisition is a subconscious
process similar to the way children develop ability in L1; and learning is conscious knowledge
of the rules of grammar of a L2 and their application in production.

2. What I already know and what I have learnt about Language Teaching Methods
As far as my knowledge is concerned, there are several methods that are commonly used in
language teaching. Some of them are no longer in use now; others are widely being used now;
still others are being followed by a small number of people. Taking into account this introductory
information, let me now reflect on the methods and issues related to them in some details.

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In the course I have taken the methods are divided into three major categories in similar way as I
have experienced in my M.A studies. These are: traditional approaches (up to late 1960s),
classical CLT (1970s-1990s) and current CLT (late 1990s to present).
However, when compared to what I already know, here I can say all of these have been well
discussed in the course work by my colleagues and supplemented by my readings, specially
those from Richards, J.C., and Rodgers, T.S. (2001). Approaches and Methods in Language
Teaching and Freeman, Diane.2008. Techniques and Principles in Language Teaching (2nd ed.).
Moreover, the lecture which has been offered on historical background and implication for
ELT of each method by Dr. Alemu Haile (Associate professor) helped me a lot to understand
about language teaching methods.

The other issues I liked most regarding language teaching methods goes to the framework
designed and provided to as to analyze the different features of all the methods. Yet I have
ordered to analyze one method (Functional-Notional method) for term paper 1, here in this term
paper 2 reflection I tried to analyze the knowledge I have gained according to the framework
and attached below.

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3. What I want to know
In my course of study in this course particularly and the PhD program in ELT in general I want
to get researched and answered the following areas of language teaching and learning questions.
1. What should the goals of language teaching be? Should a language course try to teach
conversational proficiency, reading, translation, or some other skills?
2. What is the basic nature of language, and how will this affect the teaching method?
3. What are the principles for the selection of language content in language teaching?
4. What principles of organization, sequencing and presentation best facilitate learning?
5. What processes do learners use in mastering a language, and can these be incorporated
into a method?
6. What teaching methods and activities work best and under what circumstance?

Generally, I found the course informative and interesting. Above all, in issues related to language
learning theories and language teaching methods I experienced an important change in my
beliefs about language teaching learning. I came to understand that there are many different
theories and methods that can be tailored to suit the teacher and the needs of the students. The
lectures, readings and presentations have helped me to understand these in particular.