On Learning a

Language:
Some Theoretical
Perspectives
How do adults become
proficient in an L2?
Ellis (1986); Schouten (1979): too many
theories and models have stifled research
Spolsky (1989): argues for a unified macro-
theory new general theory of language
learning
McLaughlin (1987); Larsen-Freeman & Long
(1991): it may be premature or
counterproductive to hold to any one theory
over others

Another question to ask:
Why do language teachers need to
know about theory, if we cant even
agree on how language learning and
acquisition take place?
Methodologies grow out of a theoretical
framework
Teachers can clarify their own principles
for language teaching
Exploring Theories of
Language Learning
EMPIRICIST
Environmentalist
Behaviorist

RATIONALIST
Nativist (UG)
Mentalist (Monitor)
Cognitive (Interaction)
Connectionism
An Empiricist Perspective
Behaviorism

Behavior is a response to stimuli
No innate programming
Imitation and overt correction
Learning happens in chains
Learning is habit forming
Names: Pavlov, Skinner (1957)
Rationalist Perspectives
UG: Nativist view point
Existence of a Language
Acquisition Device (LAD)
Common grammatical elements to
all natural languages (core grammar)
Name: Chomsky (1965)

Rationalist Perspectives
Krashens Monitor Theory:
Mentalist view point
Monitor Model: 5 hypotheses
1. Acquisition ~ learning distinction
2. Natural order hypothesis
3. Monitor hypothesis
4. Input hypothesis
5. Affective filter hypothesis
Rationalist Perspectives
Cognitive Theory:
Interactionist perspective
External and internal factors are considered
for language acquisition
Skills are automatized
Meaningful learning, rather than rote learning
Focuses on cognitive processes: transfer,
implication, generalization, restructuring
Names: McLaughlin (1987),
Anderson,(1995); Ausubel (1968)
Connectionism
Models based on function of the
human brain
Process of adjusting the strength
of connections to produce a
desired output
No innate mechanism
Names: Rumelhart & McClelland
(1986); Larsen-Freeman (1991)
Other factors to consider
Many second language educators
believe that individual learner
characteristics play an important
role in language learning.
What are some individual
characteristics among students that
would account for differences in their
language learning?
Individual Differences
What are
some
learner
factors that
result in
individual
differences?
Age
Aptitude
Attitude
Motivation
Personality
Cognitive style
Learning strategies
Individual differences
People sense things differently (physical
environment, sensory modalities)
Learners differ in their social preferences
Learners differ in the way they process
information (perception, speed, )

How does one accommodate
these differences in the L2
classroom?
Attend to some needs of all learners
(Galloway & Labarca, 1990)
What would you say?
1. The curriculum director of your school
district has named you to head a
committee whose goal is to develop a
philosophy of foreign language instruction
for the school district. You are charged
with ensuring that the philosophy is
research-based.
Given what we know about second language
acquisition theories, how might you approach
this task?
What difficulties might you anticipate?
What would you say?
2. A FL teacher is puzzled by her students
who seem to do well on their verb and
vocabulary quizzes but who persist in
making mistakes in small group
conversations. "They know this," she says,
"but they just cant seem to remember
anything!
Should she be as distraught as she is?
What explanation would you offer?
Discussion
Think about your own foreign language
learning experience.
Which theoretical approach best describes
your own experience?
To what extent did you feel motivated or
anxious while learning the language?
What made you feel that way?
How can you as a teacher help your students
be more motivated / less anxious?
Which theoretical approach do you most
agree with as a teacher? Why?