SLA (second language

acquisition)

Beginning Dominant Approaches

Human capacity to learn

languages  Universal
Pit Corder
grammar
Larry Selinter  Cognitivist-
Focused in the actual interactionist
language produced by viewpoint
learners
SOCIOCULTURAL THEORY

Lev Vygotsky

Based on application of the usage-

based in theories

Linguistic

Phycology

Sociology

Education
 2. THEORY

Abstraction
that scholars
1. TECHNIQUE propose in
order to 3. METHOD
Level at which
classroom explain the
Involves the
procedures process of
decisions about the
(practices, learning
teaching process.
behaviors) operate
teaching a language
according to a
methodology. KEY WORDS

To understand the
SLA you should bear
in mind some key
words

6. TEACHING
4. APPROACH TECHNIQUES

Nature of language Contac with students

and language 5. TEACHING STYLES Structure drill
learning.
The way the teacher Dictation
structure the class according
to specific goals Information gap
exercises
 SLA THEORIES
BEHIVORISM
 Behaviorism associates learning with changes in
observable performance. When a suitable response
happens in response to an environmental stimulus,
learning takes place. In behaviorism, the important parts
are the stimulus and the response.
 Skinner is one of the pioneer theorists who expanded
the fundamentals of behaviourism which were started
by Watson. Based on Skinner’s views, automatic
behaviour can be either weakened or strengthened by
instant presence of punishment or reward
 This theory visualizes learning under the concepts of
imitation practice reinforcement and habit formation.
 AUTHOR: Skiner
 This theory doesn’t explain the mental process involved
in language learning-
 MODEL: contrastive, analysis, hypothesis
 METHOD: audiolingual method, total physical response.
Universal grammar
(UG=
 UG permits all children to acquire the language of their
enviroment during a critical period of their
development.
 UG arose from the innatist perspective. Innatism holds
that the mind is born with ideas/knowledge, and
therefore, the mind is not a tabula rasa at birth.
 UG claims that all humans inherit a language faculty
which shapes the form that all languages may take.
Hence, it comprises the system of rules, principles and
conditions that are properties of human languages. In
this manner, it gives significant importance to the mind
and visualizes
 learning as a set of parameters and principles
 AUTHOR: Chomsky
 There are linguistics who argue that this theory is not
appropriate for learners who has passed the critical
period.
 MODEL: direct access model
Indirect access model
 METHOD: communicative approaches and natural
approaches.

Cognitivism
 Claims that language learning is not completely different
from other activities that involves the process of learning
 Captures both the nature of the mental operations
involved and the focus on the language system". Also
argues that cognitive theory is characterized by conscious
acquisition of language as a meaningful system, cognitive
psychology and transformational grammar. In other
words, cognitive theory has been formed around the
reframed notions of linguistics and psycholinguistics
proposed by Chomsky
 MODELS: information processing, connectionism,
competition model.
 AUTHORS: McLaughlin, Rumerhart, McClelland,
McWhinney
 METHOD: the silence way, suggestopedia.
Sociocultural
 Assumes that language development emerges as a result
of social interaction.
 The sociocultural environment presents the child with a
variety of tasks and demands, and engages the child in
his world through the tools.
 Vygotsky claims that the child is completely dependent
on other people, usually the parents, who initiate the
child’s actions by instructing him/her as to what to do,
how to do it, as well as what not to do.
 The child acquires knowledge through contacts and
interactions with people as the first step
(interpsychological plane), then later assimilates and
internalises this knowledge adding his personal value to
it (intrapsychological plane).
 AUTHOR: Vygosky, Lantolf
 MODEL: Acculturation, Socio Educational
 METHODS: Task-Based Language, Teaching, Whole
Language Approach, Content-Based Instruction,
Competency-Based, Instruction, Community Language,
Learning (CLL) or Counseling-Learning Method.
 BIBLIOGRAPHY

 Pourfarhad, M., Davoudi, M., Zareian, G., & Amirian, S. M. R. (2018). Translation Strategies Used in Behaviourist, Cognitive, and
Constructivist Approaches to Translation Instruction. International Journal of Instruction, 11(4), 139-158. Recovered to:
https://files.eric.ed.gov/fulltext/EJ1191703.pdf
 Aravena, E; Bascuñan, D; Briones, H: Jara, A; Lillo, D; Morales, G; Muñoz, B; Yumha, E. (2025). Second Language Acquisition Theories:
their Application in the Ministry of Education’s Curriculum and their Expected Impact on Teacher Training Programs from three Chilean
Universities. Santiago de Chile.
 Choul, M (2018). the relevance and implications of vygotsky’s sociocultural theory in the second language classroom. ARECLS, 2008, Vol.5,
244-262. Recovered to: https://s3.amazonaws.com/academia.edu.documents/37336864/vygotsky.pdf?
 Monica Zamora Solano

TEACHER: Abraham Sir

UNICOLOMBO

SPECIALIZATION IN TEACHING ENGLISH