DEFINITION

Generative Linguistics

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 The theory of language by Noam Chomsky and his followers developed in the
1960s.
 It implies the usefulness and feasibility of using generative grammar to describe
human language. (Lyons, 1981).
 It also pertains to the approach of language analysis based on such type of
grammar.

Explanation: (Choice mo po if want niyo po ito or dagdagan niyo po)

Noam Chomsky's work was the basis for the approach to the linguistics of generativism.
Originally, it was a way to explain how human beings acquire the language, but soon
the phenomena which occur in all-natural languages could be explained. The generative
language theory suggests that language is made up of some rules in its most basic
form, it can be applied to all people and languages. This led to the theory that all people
can learn grammar, which is universal grammar. In the second half of the twentieth
century, Noam Chomsky also considered the work of Zellig Harris. The generative
linguist was interested not only in describing language (achieving the level of descriptive
adequacy) but also in arriving at an explanatory level of adequacy in the study of
language, that is, a “principled basis, independent on any particular language, for the
selection of the descriptively adequate grammar of each language” (Chomsky, 1964).
Furthermore, Ferdinand De Saussure (1916), claimed that there was difference
between parole (what skinner “observes”, and what Chomsky called performance)
while langue (akin to the concept of competence, or our underlying and unobservable
language ability). Studying competence reveals the hidden level of meaning and
thought (deep structure) that generates observable performance.
Cognitive Psychology

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 This theory is based on the developmentally readiness of learner. The

psychologist Piaget says when the child is ready to learn, then he/she can be
taught. He/She learns naturally. This idea can be regarded as a starting point of
the cognitivist idea. The psychologist emphasizes the importance of three things:
1. Meaning
2. Knowing
3. Understanding

Explanation: (Choice mo po if want niyo po ito or dagdagan niyo po)

In basic terms, cognitivism it is the doctrine that the kind can be invoked in scientific
investigation and even be made the object of study itself. It also says that language
emerges from human cognitive processes. It challenges “universal grammar” by
suggesting that grammar is not something that all humans can inherently understand,
but rather it is learned by using language. In this sense, it is a bit like functionalism.
However, the focus of cognitivism is how language is based on meaning that the mind
creates. Cognitive psychologist asserted that meaning, knowing, and understanding
were significant data for psychological study. Instead of focusing rather mechanistically
on stimulus-response connections, cognitivists tried to discover psychological principles
of organization and functioning Ausubel, D. (1965).

Constructivism: A Multidisciplinary Approach

 It involves the integration of linguistic, psychological, and sociological paradigm.

 The active role of the learner is emphasized.
 Emphasizes both the learner’s role in constructing meaning out of available
linguistic input that is in their brain. And the importance of social interaction in
creating new linguistic system.

2 Branches of Constructivism

1. Cognitive Constructivism
 - It emphasizes the role of the learner in constructing his/her own representation of
reality:
- Learners must transform complex information to make it their own. 
- A more active role for students in their learning.
Piaget argues that, “learning is a developmental process that involves change, self-
generation, and construction, each building on prior experiences.” (in Kaufman, 2004).

2. Social Constructivism
- It emphasizes the importance of social interaction and cooperative learning in
constructing cognitive and emotional images of reality.
Language learning is a result of thinking and meaning- making that is “socially
constructed and emerges out of [learners’] social interactions with the environment.”
(Brown, p. 13)
 SOCIAL CONSTRUCTIVISM BY LEV VYGOSTSKY
- The ZONE of PROXIMAL DEVELOPMENT is the level of development that the
learner is capable of reaching under the guidance of teachers or in collaboration
with peers. The learner is capable of solving problems and understanding
material at this level that they are not capable of solving or understanding at their
level of actual development.
- The level of potential development is the level at which learning takes place. It
comprises cognitive structures that are still in the process of maturing, but which
can only mature under the guidance of or in collaboration with others.

Source:  Brown (2007). Principles of Language Teaching and Learning (p.p 9 – 15)

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

Definition

Structural Linguistics and Behavioral Psychology

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- Structural linguistics was developed by Ferdinand de Saussure between 1913

and 1915
 - Structural or descriptive linguist was the notion that language could be
dismantled into small pieces or units and that these units could be described
scientifically, contrasted, and added up again to form the whole.
- Used to describe human languages and to identify the structural characteristics
of those languages.
EXPLANATION (nasa sayo po kung isasali or not)

Structural Linguistic
With the advent of Saussurean structural linguistics in 1916, language studies took a
decisive turn in the direction of synchronic analysis. Taxonomy fell out of favor and
intensionality gained adherents, at least in theory. However, dialectology clung to its
autonomy, no more moved by structuralism than it had been by Neogrammarianism.
Over the years, linguists made several attempts at integrating dialectology into
linguistics. For instance, Uriel Weinreich (1954) proposed a level of analysis called the
diasystem, which in effect posited a level above the phonemic where ‘diaphones’ could
be segmented into the actual phonemes in two (or more) specific dialect systems by
means of interpretive rules. Weinreich speculated that speakers must use something
comparable to a diasystem for comprehension when they interact with speakers of other
dialects.
Later, with the development of generative frameworks, there were similar attempts at
integrating dialectology. For example, Keyser reanalyzed traditional atlas data from the
Atlantic coast of the USA by demonstrating that several vowel distinctions found in the
painstaking tabulations for dozens of speakers could be generated simply by positing
two phonological rules and ‘accounting for the formation of new dialect groups through
the geographical dissemination of rules’ (Keyser 1963, p. 313). Efforts like these gained
few adherents, and they remained peripheral to the linguistic mainstream and had little
impact on dialect studies.
Source: J.K. Chambers, (2001).  International Encyclopedia of the Social & Behavioral
Sciences.
Definition
BEHAVIORAL PSYCHOLOGY
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- Behaviorism was formally established with the 1913 publication of John B.
Watson's classic paper, "Psychology as the Behaviorist Views It."
- Behaviorism, also known as behavioral psychology, is a theory of learning based
on the idea that all behaviors are acquired through conditioning. Conditioning
occurs through interaction with the environment.
- Behaviorists believe that our responses to environmental stimuli shape our
actions.
 Source: Cherry (2021). History and Key Concepts of Behavioral Psychology.

EXPLANATION (KAYO PO BAHALA IF SASALI NIYO OR HINDI HEHE)

According to this school of thought, behavior can be studied in a systematic and
observable manner regardless of internal mental states.2 According to this perspective,
only observable behavior should be considered—cognitions, emotions, and moods are
far too subjective.
Strict behaviorists believed that any person can potentially be trained to perform any
task, regardless of genetic background, personality traits, and internal thoughts (within
the limits of their physical capabilities). It only requires the right conditioning.