Language Acquisition Theories: Key Thinkers and Concepts
Key Language Acquisition Theories and Concepts
Allwright: Exposure, motivation, and opportunities are crucial for language use. We need the right environment, motivation, and opportunities to use the language effectively.
Illich: Meaningful exposure is key. Instruction can be a waste of time because learning is a human activity that doesn’t need manipulation. We learn best by ourselves.
Chomsky: Challenged behaviorism (Skinner). We possess a Language Acquisition Device (LAD) in our brains (a “black box”) that enables us to create sentences. We have an innate ability to understand grammar.
Krashen: Acquisition vs. Learning. Acquisition is unconscious, while learning is conscious. Teachers should provide input one level above their students’ current level. Rough Tune: Spontaneous acquisition through input. Fine Tune: Conscious learning through instruction.
Willis: Make students aware of the language (acquisition). Students depend upon their “considerable intellects.” We must make students aware of specific language characteristics.
Schmidt: “Noticing” is essential. Language features cannot be learned if they aren’t noticed. Students must consciously notice the grammatical form of their input to acquire grammar.
Affective Filter: Learner’s feelings are as important as their cognitive abilities. If students feel hostile towards the subject, they are likely to fail. They need to be relaxed, positive, and unthreatened. Emotionally involved teachers can achieve this by using less criticism and encouraging them. BUT this may not be appropriate for all students, and cognitive and intellectual development should not be neglected.
Rogers: Students must feel that what they are learning has personal relevance.
Maslow: The personal response to the activity of learning is central to success or failure in language learning.
Discovering Language: Things we discover ourselves are absorbed more effectively than things we are taught. We must encourage students to be more autonomous.
Approach: Theories about how people learn and what language is.
Method: The formula we can use to help students learn, including appropriate activities and materials.
Procedure: The sequence of actions or activities teachers will use (drilling, dictation, etc.).
Technique: The mini-steps that take place in the classroom to implement a method.
Differences Between Audiolingualism and CLT (Communicative Language Teaching)
Audiolingualism: Structure is more important, teachers control learners, accuracy is the main goal, and language learning focuses on language structure.
CLT: Language is communication, language is created through trial and error, teachers help learners, and fluency is the main goal.
Eclectic: Means to be diverse. Enlightened choices: Making good choices about what we are going to do with students.
We need to be eclectic, meaning we must find what is best for our context. Everything must be personalized, meaning different tasks for different kinds of students, because there isn’t one method for all students. The interaction between my approach and my classroom practice is the key to dynamic teaching.