Applied Linguistics

Lecture 5: Theories of Second Language Acquisition 3

5.1 Review

Theories of second language acquisition are four:

i. Behaviorism
- Mimicry and memorization:
Audiolingual Method (ALM); Contrastive Analysis (CAH)

ii. Innatist Theory: UG

- Krashens monitor model

iii. Cognitivist theory:

- information processing model,
- connectionism,
- the competition model,
- second language applications:
a. The interaction hypothesis
b. The noticing hypothesis
c. Input processing
d. Processability theory

iv. Sociocultural theory

- learning by talking

5.2 The sociocultural perspective

Vygotsky assumes that cognitive development, including language development,

arises as a result of social interaction.
Speaking and thinking are tightly interwoven rather than independent.
Speaking and writing mediate thinking which means that people can control their
processes through interaction internalizing what others say to and what they say
to others.
Learning takes place when the learner interacts with interlocutor within his or her
zone of proximal development (ZPD) in which the learner performs at a higher
level because there is a support from an interlocutor.
Vygotskys ZPD is comparable to Krashens i+1. How?
Vygotskys theory is comparable to interaction hypothesis. How?
LANE 423 2016/17 1
5.1.1 Second language applications: Learning by talking

Lantolf (2000), Donata (1994), among others believe that second language
learners acquire language when they interact with other speakers (novice/novice
or learner/learner interlocutors instead of an expert and a novice).

Swains (2000) early work on the output hypothesis was influenced by cognitive
theory, but a more recent collaborative dialogue is motivated by sociocultural
theory.

5.3 Which theory is the best?

Which theory is the best when it comes to practice?

Each theory has been criticized:

i. Behaviorism

The behaviorist theory was basically practiced on how animals learn to respond to
laboratory stimuli;
Linguists believe in its inadequacy to account for the complexity in language
learning.

ii. Innatist theory

The innatists studies are based on proficient speakers language knowledge (i.e.
competence) and performance and on their intuition about language.
Critics argue that it is not enough to know what the final state of knowledge is and
that more attention should be paid to the developmental steps leading to mastery.

iii. Cognitive (or interactionist) theory

Interactionists emphasize on the role of modification in conversational interaction

from the interlocutor to develop learners knowledge by gaining new knowledge
about the language as a result of the interlocutors support.
Critics argue that much of what learners need to know is not available in the
input; greater emphasis should be made on the innate principles of language that
learners can draw on.

LANE 423 2016/17 2

 iv. Sociocultural theory

The sociocultural perspective provides insights about how the learner and the
interlocutor co-construct the language. The new knowledge is internalized as a
result of the interaction.
Critics argue that much of what learners need to know is not available in the
input; greater emphasis should be made on the innate principles of language that
learners can draw on.

Reading for this lecture:

Lightbown & Spada (3th ed.): 47-50
LANE 423 2016/17 3
LANE 423 2016/17 4