The Context of Second Language Learning

(An Analysis/Study of classroom activities in an English class

foregrounding any of the language theories learned)

GROUP 6:
Nativist, Behaviorist and Social-Interactionist Theories

Submitted by:
Casta, Catherine
Deliganzo, Xerille Sean
Marasigan, Eli-May
Maque, Mary Joy
Medina, Valerie
Tansiongco, John Kyle

Submitted to:
Ms. Wilma Jacela Balon

9-1 BSED ENG

 INTRODUCTION
MEANING OF BEHAVIORIST THEORY

 Behaviorism equates learning with behaviors that can be observed and

measured.
 Reinforcement is key to successful transfer through behavioristic
learning.
 Strong emphasis on the stimulus, the response and the relationship
between them.
MEANING OF NATIVIST THEORY
 The cognitive theory of learning views second language acquisition as
a conscious process of thinking. This theory contrasts the behaviorist
theory, which sees language as an unconscious, automatic process.
MEANING OF SOCIAL-INTERACTIONIST THEORY

 Social interaction theory is an all-encompassing term designed to bring

together what is known about social interaction. Thus, it harmonizes
theories from various schools of thought to create a more in-depth
understanding of how social organization and human emotion.
MEANING OF CLASSROOM ACTIVITIES

 Are defined as activities designed or deployed by the teacher to bring

about, or create the conditions for learning.
PROBLEMS OF EACH THEORY
 Behaviorist Theory
The behaviorist theory came into common use in the 1950’s and 60’s
after research from Lado (1945), Skinner (1957), and Weinreich (1953)
demonstrated operant conditioning as a way that humans learn language
(Larsen-Freeman). Behaviorists theorize that language acquisition is basically
a stimulus-response conditioning method, a mechanistic process that requires
the student to give the correct response to a given stimulus with immediate
feedback to the student.
Chomsky (1959), amongst other researchers, has refuted the
behaviorist theory because the process does not explain how the student is
able to make the cognitive leap past the trained responses into the
unknown. There are three main stages to language acquisition;
understanding, drill, and application (Chastain, 1970). The behaviorist theory
deals with the first two stages, but not the third. At the high school level,
students are expected to be able to answer critical thinking questions. They
are expected to take what material they have already learned and extend it
further.
However, just because the theory does not develop all three stages of
language development, it can still be useful. At the high school level students
need to practice phonology and drilling, so the stimulus-response method will
be very helpful.
 Cognitive Theory
The cognitive theory of learning views second language acquisition as a
conscious process of thinking. This theory contrasts the behaviorist theory,
which sees language as an unconscious, automatic process. Jean Piaget,
along with others, developed a child language study focusing on the
relationship of cognitive development to first language acquisition (Brown, pp.
33).
Jean Piaget’s cognitive theory proposed that children pass through
certain stages at different rates. He developed a model and outlined how
children progress through these stages and the course of their intellectual
development. According to Brown, the stages include the following periods of
development: “Sensorimotor (birth to 2 years old), Preoperational (ages 2 to
7), Operational (ages 7- 16 years), Concrete operational (ages 7 to 11), and
Formal operational (ages 11 to 16)” (pp. 65). High School aged children can
typically be found in the Formal operational period. The Formal operational
period begins about age 11 and lasts into adulthood. During this time abstract
thinking is developed. Skills such as deductive reasoning and logical thought
processes emerge which high school students are often required to utilize in
mathematics and science courses.
There is a critical stage when considering the effects of age on second
language acquisition. Piaget asserts this happens at around puberty or age
11 (Brown, pp. 65). It is during the formal operational period, when abstract
thinking occurs. The cognitive theorists make the argument that there is a
critical period of language acquisition and a connection between language
acquisition and the concrete/formal operational stages. However, others
argue that children learn second languages without the benefit of formal
operational thought. Research has confirmed that the linguistic and cognitive
learning of second languages in young children are similar to first language
processes (Brown, pp.73). Because of this similarity, teachers can better teach
second language learners of a high school age, simply by being aware of the
language learning process as dictated by cognitive theory. In addition, high
school students can utilize the first language to facilitate their second language
acquisition.
  Social-Interactionist Theory
Over the years, social interaction theory has evolved and now
encompasses multiple perspectives. While this approach accepts alternative
viewpoints and embraces aspects of other theories, in essence, it promotes
that social influences play a definite role in the development of
language. Author Nick Lund (2003) stated: “The social interaction theory
stresses the importance of language in communication and suggests that
language is acquired through using language whilst interacting with others”
(p. 63).
The evolution of this theory stems from the groundwork generated from
Jean Piaget, who actualized the Developmental Cognitive Theory, and Lev
Vygotsky, who constructed the Socio-cultural Theory. From these theoretical
foundations, social interactionists have developed a theory based on the
fundamental concept that language is developed through interaction.
With Piaget’s work we realized that cognitive constructs impact
developmental capabilities. Vygotsky emphasized that environmental
influences contribute to the process of learning. Brown (2007) highlighted,
“One of the most popular concepts advanced by Vygotsky was the notion of a
zone of proximal development (ZPD) in every learner: the distance between
learner’s existing developmental state and their developmental potential” (p.
13). Vygotsky suggested that learners could acquire new skills and advance
their potential more quickly through the support of a mediated interaction with
a skilled individual.
Is exposure to language enough? This question stirs up challenges, as
contestants would refer to countries where the parent-child dyad lacks
interaction. Harley (2001) conveyed that: “It is clearly not enough to be
exposed to language; something more is necessary.” Language development
requires interaction with people. When dialogue occurs it stimulates
growth. While trying to engage in conversation a language learner is
challenged to contextually apply the language. This pragmatic phoneme plays
a significant factor in encouraging first and second language learners to
acquire the skills necessary to communicate effectively.
In the high school setting, students place high value on social
acceptance. Wherefore, second language learners in high school are eager to
learn the language that will empower them with a sense of belonging. In The
Handbook of Language Acquisition (2003) the authors conveyed that, “With
regard to the impact of socialization on language, development of linguistic
competence is an outcome of the language varieties he or she is encouraged
implicitly or explicitly to learn…” (Ochs & Schieffelin, 1995; Doughty & Long
2003). Frankly, socializing is oftentimes one of the most influential factors
driving someone to learn the language of their environment.
CLASSROOM ACTIVITIES IN EVERY THEORY
 BEHAVIORIST THEORY
1. The Behavioral Kiss
Begin class by offering each student a handout or another paper.
Whenever a student say's "thank you," give that student a chocolate kiss and
say "you're welcome." Eventually the students should catch on and
consistently thank you for the paper in order to receive a candy. This brief
illustration of operant conditioning may be silly, but it's fun.
2. Discussion on Behavioral Methods of Maintaining Order in the Classroom
Invite your students to recall behavioral proceedures their own teachers
used in the classroom—sytems of reward and punishment, stimulus/response,
response/stimulus. Ask them how well these systems worked. Did they
enhance learning? Did they help the teacher's to keep order? How did the
student's feel about these systems.
3. Discussion on Classical Conditioning
Invite your students to recall a song that evokes powerful emotions for
them. Ask them if there is a specific event or person that they associate with
that song. One student shared the story of how her elderly dog convulsed and
died in her arms while she was watching the movie "Sgt. Bilko." To this day,
she has a strong distaste for that movie and other movies of that genre. Point
out that this is the power of classical conditioning and that a teacher can use
this behavioral principle to her advantage by helping her students to build
positive associations between their learning activities and things that they
already love. For example, she might invite students to read in a comfortable
loft with pillows and stuffed animals. She might create mathematics activities
that include outdoor games. She can also help students to overcome negative
associations (such as test anxiety), by slowly building a new set of associations
with the students (ie. test day is also treat day; introducing authentic testing
activities that are enjoyable, etc.)
 COGNITIVE THEORY

1. Operating a Store

Children can learn how the various operations of small business

by setting up a store in the classroom. Inventory can be items such as
school supplies which can be sold to by students to other students.
Class members can rotate on who operates the store on particular days.
Teachers can assign students to monitor inventory, order supplies,
balance funds collected against inventory sold and various other
aspects central to managing a small enterprise. Children will need to
be working within Piaget's third level of concrete operations to succeed
at this project.

2. Writing a Newspaper

Students need to use concrete operations again especially in

terms of language when writing and publishing a newspaper. The
teacher can assign editors, writers, graphics artists and printing
specialists to cover the aspects of producing a newspaper. Students
will need to exhibit journalistic techniques in covering stories, writing
and editing copy and layout design. Taking responsibility for these
tasks helps students learn real world skills.

3. Building a Village

A construction activity such as building a village using interlocking

blocks is a class project that utilizes the cognitive design abilities of
students. Put students into teams each responsible for a segment of
the village to be built. Assign the groups to draw a design of what their
segment will look like, calculate the types and numbers of blocks that
will be needed and, finally, give them the job of assembling their
structures. Educational Psychology Interactive states that P iaget-styled
classrooms rely on the students learning by discovery and by focusing
education on children's developing interests. This building activity will
allow students the chance to embrace discovery and might spark
interest in design and construction.

4. Gravity Experiment

Give your students a chance to use scientific principles by giving

them a simple physical experiment to perform and write about in a
report. Students must develop a principle based on experimentation
and compare their results to that of scientists who have come before
them. One simple idea is to have students drop objects of different
masses at the same time from the same height to determine which
objects fall faster. Ask students to form a hypothesis, a guess, as to
what will happen prior to the actual experiment, have them perform a
series of tests, require students to record their findings and finally to
write a lab report that includes their hypothesis, their process of
experimentation, results and conclusions based on these results.
  SOCIAL INTERACTIONIST THEORY
1. Think Aloud

Give the learners a situation in which they have to make decisions or

choose options. While they are deciding on what to do with the situation given
to them, they spontaneously say out loud the things that go on in their mind.
They must be able to have a resolution at the end. Allot a specific period of
time for this activity. For example, a learner must be able to decide within 2
minutes on whether he will attend a party of a person he doesn’t like. The
situations must be realistic and within the experience of the learners. The
purpose of this activity is for the learners to think in the language they are
acquiring and make it automatic to them. This will also help them see that
communication is not only with other people but also with oneself.
2. Language Date
Arrange a day in which students can meet up with native speakers who
will serve as their company for the day. The learner and the native speaker
must arrange some activities they can do together like dining out, shopping,
playing some sports. The native speaker must not be able to understand the
learner’s native language. This way, the learner will be forced to speak the
language he/ she is learning. At the same time, this will also expose the
students to the use of language in an authentic situation.
3. Shared Story Telling
In this activity, the teacher will present a set of related pictures that
tells a story. In groups of 4 to 5, the learners would have to construct a story
by describing what they see in the pictures. Each member of the group must
be have an assigned picture that he will connect to the other pictures.
Depending on their level, they can add dialogues and characters. This activity
can also be used in retelling a story taken up in class.