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    Schools of Thought in SLA

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    Ili Kamilah
    The document summarizes four major schools of thought in second language acquisition: 1) Structuralism/Behaviorism saw language learning as habit formation through imitation and reinforcement in response to environmental stimuli. 2) Rationalism/Cognitive Psychology viewed language acquisition as innate, influenced by an internal language acquisition device, and distinguished between competence and performance. 3) Constructivism posited that learners construct their own understanding of language internally through reading and listening, not just speaking. 4) Each school of thought provided a different perspective on the processes underlying how people learn a second language.

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    Schools of Thought in SLA

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    Ili Kamilah
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    The document summarizes four major schools of thought in second language acquisition: 1) Structuralism/Behaviorism saw language learning as habit formation through imitation and reinforcement in response to environmental stimuli. 2) Rationalism/Cognitive Psychology viewed language acquisition as innate, influenced by an internal language acquisition device, and distinguished between competence and performance. 3) Constructivism posited that learners construct their own understanding of language internally through reading and listening, not just speaking. 4) Each school of thought provided a different perspective on the processes underlying how people learn a second language.

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    The document summarizes four major schools of thought in second language acquisition: 1) Structuralism/Behaviorism saw language learning as habit formation through imitation and reinforcement in response to environmental stimuli. 2) Rationalism/Cognitive Psychology viewed language acquisition as innate, influenced by an internal language acquisition device, and distinguished between competence and performance. 3) Constructivism posited that learners construct their own understanding of language internally through reading and listening, not just speaking. 4) Each school of thought provided a different perspective on the processes underlying how people learn a second language.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
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    2K views16 pages

    Schools of Thought in SLA

    Uploaded by

    Ili Kamilah
    The document summarizes four major schools of thought in second language acquisition: 1) Structuralism/Behaviorism saw language learning as habit formation through imitation and reinforcement in response to environmental stimuli. 2) Rationalism/Cognitive Psychology viewed language acquisition as innate, influenced by an internal language acquisition device, and distinguished between competence and performance. 3) Constructivism posited that learners construct their own understanding of language internally through reading and listening, not just speaking. 4) Each school of thought provided a different perspective on the processes underlying how people learn a second language.

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    of 16

    Schools of Thought in Second Language Acquisition

    Mohd Alimie Muhammad Nasrul Amira Husna Nurul Ain Wan Ajrina Ili Kamilah

    Structuralism / Behaviorism
    Time Frame: Early 1900s &1940s & 1950s Also known as structural or descriptive and empiricist school of linguistics Advocates: Leonard Bloomfield, Edward Sapir, Charles Hockett, Charles Fries, and others

    Characteristics
    Behaviorists saw learning as behavior change through habit formation - Language is a subset of learned behaviors, so language learning was seen as being similar to any other kind of learning. A connection is established between a stimulus (S) and the organism s response (R) to the stimulus.

    Humans are exposed to many things in their environment so the response they give to stimuli will be reinforced if successful and will become a habit or if unsuccessful be abandoned. First and second language acquisition (SLA) apply the basic principles: imitation, practice, reinforcement/feedback and habit formation following stimulus-response. By imitating & repeating the same structures, a person can learn a language.

    Structuralism believe: Language could be dismantled into small pieces or units and these units could be described scientifically, contrasted, and added up again to form the whole.

    Rationalism and Cognitive Psychology


    Time frame: 1960s &1970s Also known as generative-transformational school of linguistics Advocates: Noam Chomsky and Ferdinand de Saussure

    Characteristics
    Human language cannot be scrutinized simply in terms of observable stimuli and responses or the volumes of raw data gathered by field linguists. The rationalist linguist has a formalist view of language: the child is preprogrammed for acquiring language (Language Acquisition Device = LAD) because universal grammar is innate.

    They believed that the SLA process can be understood better by first understanding how the human brain processes and learns new information They were interested in both performance & competence (Chomsky) or what is also known as Parole & Langue (Ferdinand de Saussure)
    Performance: Parole: the actual use and realization of language the appliance of language, the actual process of speaking.

    Competence:

    Langue:

    a speaker s knowledge of his language that enables him to understand an infinite number of sentences often never heard or produced before./a person's underlying and unobservable language ability. the general system of language

    Rationalism believe:
    SLA is closely-related to Performance/Parole= Using a language. & Competence/Langue= The linguistic system underlying second language grammars and its constructions.

    Constructivism

    Time frame: 1980s,1990s & early 2000 Advocates: Jean Piaget & Lev Vygotsky

    Characteristics
    All human beings construct their own version of reality, and therefore multiple contrasting ways of knowing and describing are equally legitimate. This school focuses on individuals engaged in social practices, ... on collaborate group., [or] on global community (Spivey, 1997, p. 24)

    Concentrated on topics such as: conversational discourse, sociocultural factors in learning, cooperative group learning, interlanguage variables, and interactionism theories Learners are thought to construct internal representations as mental pictures of the target language (TL). These internal representations are thought to develop, in predictable stages, in the direction of the full second language system.

    Constructivism believe:
    The learner needs not to actually speak or write in order to acquire the language. Acquisition takes place internally as learners read and hear samples of the language that they understand.

    Summary

    Reference:
    1. Document downloaded from King Abdul Aziz Department of European Languages and Literature 2. Notes on: Principles of Language Learning and Teaching, 4th. ed. http://tuninst.net/LAT/nBrown4/n-ch01/n-ch01.htm

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