1. Today Review: “Knowing a Language” Complete chapter 1
Proficiency oriented curriculum
Language components
Proficiency guidelines
Complete chapter 1
Standards for foreign language learning
Start chapter 2: On learning a language
Theories of language learning
On Learning a Language

2. Two views on language learning
Empiricist
(Environmentalist)
Learned
General learning ability (human and animal learning are similar)
Rationalist
(Mentalist/Nativist)
Innate
Species-specific
What is theory?
Why should we care about theories if they are not proven, there is not agreement
-most language teaching methodologies have grown out of a particular theoretical framework of second-language acquisition.
-when we choose to do certain activities in the classroom over others, we are working on some underlying assumptions about what is useful
-stimulus- response psychology: behavior as a response to stimuli_behavior as habit formation_CONDITIONING_ Huxley
On Learning a Language

3. Behaviorist Theory (Skinner)
Human learning and animal learning are similar
The child’s mind is a tabula rasa. There is no innate pre-programming specifically for language learning at birth
Psychological data should be limited to that which is observable
All behavior is viewed as a response to stimuli
Conditioning involves the strengthening of associations between a stimulus and a response
Human language is a “sophisticated response system” acquired through operant conditioning.
Clockwork orange
-influences in terms of teaching 40s and 50s- drill and practice: audiolingual language teaching
On Learning a Language

4. Criticisms to Skinner
This theory cannot explain creativity in generating language: language behavior is more complex than the establishment of S-R connections
Lack of empirical evidence:
the role of imitation and reinforcement is smaller
#2 children produce forms such as goed or two foots
Lack of negative evidence
Not that many corrections by parents
On Learning a Language

5. Universal Grammar Theory (Chomsky)
Language is a species-specific, genetically determined capacity.
Language learning is governed by biological mechanisms
The ultimate form of any human language is a function of language universals, a set of fixed abstract principles that are innate
Each language has its own “parameters” whose “settings” are learned on the basis of linguistic data
There is a “core grammar”, congruent with universal principles, and a “peripheral grammar,” consisting of features that are not part of a universal grammar.
Core grammar rules are thought to be relatively easier to acquire, in general, than peripheral rules.
Children are born with a language acquisition device LAD
On Learning a Language

6. Criticisms Are language universals still available in adulthood?
Lack of empirical evidence:
Difficult to prove the existence of language universals (principles and parameters)
Adults experience different levels of difficulty learning foreign languages. Motivation is an important factor
On Learning a Language

7. Krashen’s Monitor Theory: L1 and L2 are similar
Acquisition vs. learning (unconscious vs. conscious)
4 hypotheses:
The natural order hypothesis
The monitor hypothesis
The input hypothesis: comprehensible input (i+1)
The affective filter hypothesis: motivation and low level of anxiety
The role of error correction
The monitor hypothesis_ conscious learning
Implications for the classroom: low affective filter, comprehensible input. Speaking fluency emerges, should not be taught
Include criticisms of all hypotheses
On Learning a Language

8. Connectionism/PDP (McCleland, Rumelhart & PDP Group, Gasser, Elman)
Learning consists of the strengthening of connections between and among simple processing units
Cognitive processing occurs in a parallel fashion, not serial
Knowledge is in the connections rather than the processing units themselves
The strength of the connections is determined by the relative frequency of patterns in the input
There are no ‘rules’ in connectionist systems, although they exhibit regular or ‘rule-like’ behavior
On Learning a Language