1. By Alice Omaggio Hadley
On Learning a Language By
Alice Omaggio Hadley

2. Behaviorist view of L2 learning
“The command of a language is not a matter of knowledge…[it] is a matter of practice… Language learning is overlearning: anything else is of no use” (Bloomfield 1942)
Are there parts of this quote that are still evident in L2 methodology?

3. Universal Grammar view of L2 acquisition
LAD
Universals
Fixed features of languages (e.g. possible sounds, word categories):
Constraints on possible rule systems (e.g. question formation):

4. Criticism of UG view of L2 acquisition
Circular argument: we need the theory to explain language
No empirical evidence that UG operates in L2 learning
Adult learners experience significantly more difficulty acquiring L2, which may mean UG is not accessible
Motivation and attitude are factors for adults but not children

5. Krashen’s view of L2 learning
Classroom practices
Classroom function is to provide comprehensible input in a low anxiety environment
Classroom is most useful to beginners
Input should not be grammatically sequenced
Error correction is of no use when the goal is acquisition
Students should never be required to produce speech until they are ready

6. Criticism of Krashen’s view of L2 learning
Learning  acquisition can’t be tested
Monitor Theory extended to chess
Input Hypothesis is un-testable
Affective Filter Hypothesis is incapable of predicting linguistic development

7. Cognitive theory view of L2 acquisition
Role of general cognitive processes in language acquisition, rather than specific LAD
Knowing rather than responding
Mental structure/organization into which new learning is integrated (connections)
Complex cognitive skill that must be practiced, automatized, integrated, organized (rules) and continuously restructured

8. Cognitive theory: automatization
Automatic processing: Consistent input results in a learned response over time. Once learned the response is automatic and difficult to change.
Practice results in skill
Fossilization
Controlled processing: response is not yet automatic. Learners require full attention on the task of language production and time to formulate discourse.
Variability