Krashen's SLA - learners acquire language when exposed to “comprehensible input,” language

that is a step beyond their current level of language proficiency

5 hypothesis of Krashen theory
*The Acquisition-Learning Hypothesis - the most fundamental of the five hypotheses in
Krashen's theory and the most widely known among linguists and
language teachers
*The Monitor Hypothesis - performs the role of the 'monitor' or the 'editor'
*The Input Hypothesis - learner improves and progresses along the 'natural order' when he/she
receives second language 'input' that is one step beyond his/her current stage
of linguistic competence
*Affective Filter Hypothesis - include: motivation, self-confidence, anxiety and personality traits
*Natural Order hypothesis - suggested that the acquisition of grammatical structures follows a
'natural order' which is predictable
Vygotsky's Social Constructivism - based on the idea that learners construct new knowledge
-students learn primarily through interactions with their
peers,teachers, and parents, whereas teachers stimulate and
facilitate conversation through harnessing the natural flow of
conversation in the classroom
Zone of Proximal Development - emphasizes the role of the instructor in an individual’s learning
- teacher can facilitate learning from what they already know
Chomsky's Universal Language - humans are born with an innate capacity for language
acquisition
Three universal grammar principles include:
*Universality of language - ability to recognize language and develop linguistic skills, there are
striking and deep similarities between all languages at their cores
*Convergence - individual is naturally more inclined to understand the verbal and tonal cues
between two languages
*Poverty of stimulus - linguistic recognition must be built into the brain automatically for
understanding to take place
Piaget's Stages of Cognitive Development
*Sensorimotor stage: Birth to 2 years - stage of cognitive development suggests that children
learn through their own senses and movement
- children establish fheir reflexes and discover the
conceptof object permanence
*Preoperational stage: Ages 2 to 7 - stage of cognitive development,children discover playing
pretend, object representation, and a senses of
egocentrism
*Concrete operational stage: Ages 7 to 11 - children develop conservation, classification and
inductive reasoning
- children start to create their own view of others
*Formal operational stage: Ages 12 and up - children begin to grasp skills in abstract and
deductive reasoning which are foundation of
scientific investigation

Ausubel's Reception Learning Theory - learners can learn best when the new material being
taught can be anchored into existing cognitive information in the learners.
Anderson's Schema Theory - mental representations of cognitive structures that organise the
information stored in our memory
Bandura's Social Learning Theory - suggests that observation and modeling play a primary role
in how and why people learn
*Social Learning Theory - occurs through observation, imitation, and modeling and is influenced
by factors such as attention, motivation, attitudes, and emotions
Gagné's Information Processing Theory - retrieval or processing of information requires
all the necessary lower level facts before before
proceeding to higher levels of information
hierarchy
Skinner & Watson's Behaviorism in SLA
-introspective thoughts and feelings — can neither be observed nor
controlled via scientific methods and therefore should be ignored
 when analyzing behavior.
-internal processes such as thoughts and emotions should be
considered when analyzing behavior
Reception Learning Theory - suggests that information is stored in cognitive
structure
Zone of Proximal Development - teacher can facilitate learning from what they
already know
External Reinforcement - refers to " the provision of rewards which have positive
value for the learner"
Self Reinforcement - occurs when " people hold firmly to ideological positions
which enable them to evaluate their own behavior,set self
prescribed standard,and reward themselves with rewards
within their power to control when goal are reached"
Lev Vygotsky - he posited that social interaction by a more knowledgeable other
Jean Piaget - He worked on theories regarding child development with his own
children
Robert Gagne - he posited a hierarchical scheme fhat describes the level of
information processing of learners
David Ausubel - who said " there can be no learning,however, without meaning?"
Behaviorist - theorists from this school is thought
Subsumption - refers to the storing of new material in cognitive structure
Instantiation - occurs when learners comprehend abstract messages and
generate concrete scenarios

Social Constructivist Theory - states that all knowledge is socially constructed

- suggests that elementary mental functions
combined with social interaction result to higher
mental functions
Vacarios Reinforcement - refers to " positive or negative consequences of an act which learners
observe and from which they learn without having to experience those
consequences personally ".
Derivative Subsumption - when you add new things to existing cognitive structures, linking
them to concepts already known
Correlative Subsumption - refers to the elaboration, extension, or modification of the previously
earned concept or propositions by the subsumptions of the incoming
idea
Integrative Subsumption - is a " process of organizing information and anchoring in to
appropriate categories "
Obliterative Subsumption - refer to this occurrence as "forgetting".