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    Theories of Second Language Learning 2.1. Behaviourism

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    1. This document discusses theories of second language acquisition. It defines first, second, and foreign languages and presents models of how languages are learned including behaviorism, innatism, and interactionism. 2. Behaviorism views language as learned through imitation and reinforcement. Innatism posits that the human mind is born with the innate ability to acquire language through discovering grammatical rules. Interactionism sees language developing through the complex interplay between innate capacities and the linguistic environment, especially through conversational interaction. 3. Socio-cultural and constructivist theories emphasize that knowledge is constructed through active, social interactions with more knowledgeable members of one's culture. The zone of proximal development describes the gap between what

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    Theories of Second Language Learning 2.1. Behaviourism

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    hanahoe
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    1. This document discusses theories of second language acquisition. It defines first, second, and foreign languages and presents models of how languages are learned including behaviorism, innatism, and interactionism. 2. Behaviorism views language as learned through imitation and reinforcement. Innatism posits that the human mind is born with the innate ability to acquire language through discovering grammatical rules. Interactionism sees language developing through the complex interplay between innate capacities and the linguistic environment, especially through conversational interaction. 3. Socio-cultural and constructivist theories emphasize that knowledge is constructed through active, social interactions with more knowledgeable members of one's culture. The zone of proximal development describes the gap between what

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    1. This document discusses theories of second language acquisition. It defines first, second, and foreign languages and presents models of how languages are learned including behaviorism, innatism, and interactionism. 2. Behaviorism views language as learned through imitation and reinforcement. Innatism posits that the human mind is born with the innate ability to acquire language through discovering grammatical rules. Interactionism sees language developing through the complex interplay between innate capacities and the linguistic environment, especially through conversational interaction. 3. Socio-cultural and constructivist theories emphasize that knowledge is constructed through active, social interactions with more knowledgeable members of one's culture. The zone of proximal development describes the gap between what

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    10 views2 pages

    Theories of Second Language Learning 2.1. Behaviourism

    Uploaded by

    hanahoe
    1. This document discusses theories of second language acquisition. It defines first, second, and foreign languages and presents models of how languages are learned including behaviorism, innatism, and interactionism. 2. Behaviorism views language as learned through imitation and reinforcement. Innatism posits that the human mind is born with the innate ability to acquire language through discovering grammatical rules. Interactionism sees language developing through the complex interplay between innate capacities and the linguistic environment, especially through conversational interaction. 3. Socio-cultural and constructivist theories emphasize that knowledge is constructed through active, social interactions with more knowledgeable members of one's culture. The zone of proximal development describes the gap between what

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    of 2

    1.

    First language, second language, foreign language


    - First language: mother tongue/ language one acquires first & grows up
    speaking/ native language (L1).
    - Second language
    - Foreign language:

    First language Target language

    Second language Foreign language

    mother tongue/ language language learned after the employed mostly to


    one acquires first & grows 1st language communicate elsewhere
    up speaking/ native used as a medium of (not have immediate social
    communication for the and communication within
    language (L1)
    community the community where it is
    learned)

    2. Theories of second language learning


    2.1. Behaviourism
    - Language is a form of behavior, and language behavior is the production of correct
    responses to stimuli through reinforcement (Skinner, 1957)
    Sounds, Children hear and Praise/ Successful Children continue to
    patterns they imitate communication imitate and practice
    (Stimuli) (Response) (reinforcement) (Language habit)

    - Imitation: word-for-word repetition —> not random, just imitate what they understand
    - Practice: repetitive manipulation of form
    2.2. Innatism (Nativism)

    Language is not a form of Behavior —> it is an intricate rule- based system. There are finite
    numbers of grammatical rules in the system and with and knowledge of these and Hân &
    with a knowledge of these an infinite number of sentences can be performed in the
    language.
    Children’s minds are not blank slate —> born with a special ability to discover for themselves
    the rules of a language system (language competence) —> allows them to be creative like
    say things they have not said before (language performance).

    * Further reading:
    - Speaking/ Writing and Thinking -> Interweave tightly
    - In ZPD: Interact with interlocutor (professional partner in conversation) -> to
    internalize (gain new knowledge)
    2.3. The interactionist position
    - complex interplay: human innate capacities + linguistic environment → language develop
    - Importance of child-directed speech: language adjusted in ways that make it easier
    for children to understand
    - Language acquisition <= acquisition of other kinds of skill and knowledge
    - Conversational interaction => second language acquisition
    - Interactional modification => input comprehensible => acquisition

    3. Further learning:
    Social-cultural theory of cognitive develop under constructivist approach:

    - Knowledge is constructed
    - learning process = active + social (through interactions with other knowledgeable
    members)
    - The role of culture -> mental abilities development
    - Adults —what to think (knowledge) + how to think (process, tools)---> children
    - Interactions w/ more advanced others => information + skills + mental functions
    (ONLY)
    -

    Zone of Proximal Development (ZPD):


    - The gap between “actual development/ learn by self” and “potential development/
    learn with guidance”.
    - Bridge: collaboration/ social dialogue
    - Social dialogue: 2 features (“intersubjectivity” and “scaffolding”)
    - Intersubjectivity: where 2 people share understanding (at first, their understanding is
    different)
    - Scaffolding: adults instruct directly firstly (+ give tasks), then let children perform by
    themselves
    -
    ● Question: The difference between ZPD and Krashen’s i+1 theory

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