Second Language Acquisition Theories and Approaches

Posted on May 1, 2024 in Teaching & Education

METHOD

Learning Theory

Language Theory

Teacher’s Role

Student’s Role

Activity Type

GRAMMAR TRANSLATION

Deductive learning is essential. First, the teacher gives rules explicitly, then the rules are reinforced with examples and exercises.

Language is for understanding literature. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language.

The teacher is the strict authority. Classes are teacher-centered.

Students are passive receivers of new information. The teacher starts the activities and directs them. Students are supposed to memorize the rules and new vocabulary with their meanings in their native language.

The most common vocabulary teaching technique is the memorization of long lists of vocabulary with their equivalents in the students’ native language.

The teaching of grammar is deductive.


AUDIO-LINGUAL

Learning is based on the principles of Behaviorism (Mim-mem approach). Habit formation is essential.

Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for oral communication.

The teacher is like an orchestra leader. They direct and control the language behavior of the students. The teacher is a good model of the target language, especially for pronunciation and other oral skills.

Students are imitators of the teacher as a perfect model of the target language or the native speakers in the audio recordings.

Vocabulary is introduced through dialogues.

Explicit rules are not provided. Students induce the rules through examples and drills.

Students acquire grammar by being exposed to patterns through mechanical drills.


THE SILENT WAY

Cognitive Psychology is the basis. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive.

“Cognitive Coding” helps learners learn the language. “Color rods” and “Fidel Chart” are used for cognitive coding.

The teacher is silent. Silence is a tool because teacher’s silence gives the responsibility to the student. Besides, teacher’s silence helps students monitor themselves and improve their own inner criteria.

Students should make use of what they already know. They are responsible for their own learning. They actively take part in exploring the language.

Vocabulary is taught by means of visual aids and word-charts.

There is a focus on the structures of the language although explicit grammar rules are never given.

Color rods and Fidel charts are used.


SUGGESTOPEDIA

People use 5-10% of their mental capacity. To make better use of our mental reserves, limitations need to be desuggested. Students should eliminate the feelings that they cannot be successful and thus, to help them overcome the barriers to learning. Psychological barriers should be removed.

There are six principles for suggestion to operate:

Authority

Infantilization

Double-planedness

Intonation

Rhythm

Concert-pseudo-passiveness

The teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority. The teacher gives new roles to the students.

Students play a child’s role (infantilization). They adopt a new identity (new name, job, family…etc.). As they feel more secure, they can be less inhibited.

Vocabulary is emphasized. Claims about the success of the method often focus on the large number of words that can be acquired. Comments and explanations about the meanings can be provided in the student’s L1.

Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1.


TOTAL PHYSICAL RESPONSE

Commands and instructions are the key.

Language is primarily oral. It is just like the acquisition of a native language. Learners first listen, then oral production starts. Oral communication is crucial. Skilful use of imperatives by the instructor can be helpful for the acquisition of many vocabulary items and grammatical structures. Asher views the verb in the imperative as the central linguistic motif around which language use and learning are organized.

Initially, the teacher is the director of all student behavior. They give students commands. In the later stages, the teacher is being directed.

Initially, students are the followers of the teacher. Usually, after ten to twenty hours of instruction, some students will be ready to speak the language. At this point, they start to direct the teacher.

Vocabulary is introduced through imperatives. Other categories like adjectives, adverbs, and nouns can be introduced around verbs. Objects, especially the objects in the immediate environment, are introduced.

Imperatives play an important role. The teacher uses their creativity to introduce various grammatical patterns with the accompaniment of imperatives.


THE NATURAL APPROACH

It is based on an empirically grounded theory of second language acquisition, which has been supported by a large number of scientific studies in a wide variety of language acquisition and learning contexts.

Communication as the primary function of language.

The teacher is the primary source of comprehensible input in the target language.

Learners should not try to learn a language in the usual sense. The extent to which they can lose themselves in activities involving meaningful communication will determine the amount and kind of acquisition they will experience and the fluency they will ultimately demonstrate. The language acquirer is seen as a processor of comprehensible input.

Meaning is paramount. Meaning should be conveyed through real objects, models, and context. Vocabulary should be taught within the context. Communicative activities are used to promote students’ communication in classes. Pictures, and other visual aids and realia are very important to support meaning.


Motivation (Gardner/ Dörnyei)

Motivation encourages someone to pursue a course of action. Having a goal and finding it attractive will make us do whatever we want to achieve.

There are two types of goals: short-term goals and long-term goals.

Dörnyei said: 99% of students will succeed if they are motivated. Long-term goals are more motivating to do something.

Kinds of motivation: Extrinsic (good marks, money, fame) and Intrinsic (pleasure, satisfaction). Physical conditions, methods, teacher, and success can influence motivation.

Dörnyei identifies three levels of motivation: Language level (culture, community, use of the language), Learner level (need for achievement, self-confidence), and Learning situation level (course, teacher, group dynamics).

Gardner proposes a Socio-educational model (effort to learn, desire, positive effect). He distinguishes between Integrative motivation (understand culture, form part of the community) and Instrumental motivation (opportunity to get a better job).


Second Language Acquisition Theories

Behaviorism (Skinner): Language is a form of behavior. We learn a language only by imitation (Audio-visual method). The three-stage procedure involves Stimulus (hungry), Response (crying), and Reinforcement (milk).

Cognitivism (Chomsky): Humans do not only copy. Language is not only a form of behavior; it’s a rule-based system, and language acquisition is the learning of the system. With finite rules, we can create an infinite number of combinations. Children acquire language gradually. Humans are born to learn grammar. Children can experiment and say things they have not said before.

Connectionists (Michael Swan, Merrill Swain): We learn a language by making connections and using chunks of language.

Constructivists (Piaget): Children must be involved and form part of their learning. They need to be active in listening, speaking, etc. Scaffolding is necessary.

Learning can be Inductive (first example, then rule) or Deductive (first rule, then example).


Four Traditional Approaches

Grammar Translation Method (1890-1940)

  • Learn the foreign language to read its literature. L1 is maintained as a reference for L2.
  • Vocabulary is based on the reading text used and taught through a list.
  • The sentence is the basic unit for teaching and practice.
  • Reading and writing are prioritized over speaking and listening.
  • The most important sentences are translated.
  • Grammar is taught deductively (first grammar, then rules).
  • The native language is the medium of instruction.

Phonetic Method (Vietor, 1950)

  • Reading a passage and explaining vocabulary at the same time.
  • Text is explained and discussed.
  • The teacher shows how to pronounce new words.
  • Speaking and listening are prioritized (contrary to GTM). Listening before reading.
  • Avoids translation and grammar is taught inductively.

Direct Method (Gouin)

  • Makes the L2 as if it was the L1. Uses class structure as the target language, using everyday vocabulary.
  • Grammar is taught inductively. New teaching points are introduced orally.
  • Correct pronunciation and all skills are used (listening, speaking, writing, reading).

Audio-lingual Method (Skinner, 1960)

  • Repeats Skinner’s behaviorism, creating habits. Imitate what the teacher said. Repeat a lot.
  • In language laboratories, students listen and repeat in cabins, known as the Mim-mem method.
  • Learning occurs only through repetition.