Second Language Learning Theories
Ashley Sandino and Sara Zuniga
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Behaviourist Perspective
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behaviourist perspective
The behaviourist perspective explains that learning happens when teachers create activities based on imitation to create habits. Students could be rewarded when they have produced the second language correctly.
Strategy: teachers could use positive reinforcement and facial expressions to let students know they are working towards their goals.
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Innatist Perspective
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INNATIST PERSPECTIVE
The innatist perspective is based on the discussion that innate knowledge of Universal Grammar permits all children to acquire the language of their environment during the critical period of their development.
Strategy: teachers should explain grammatical structures that differ from the students first language grammar to help them acquire the grammar of the second language.
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Cognitive Perspective
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cognitive perspective
The cognitive perspective is based on the idea that the mind is a computer and has the capacities of storing, integrating, and retrieving information. In this perspective, the main focus is to make declarative knowledge become procedural knowledge, which means that the knowledge students are aware of has become knowledge that students are able to use. The cognitive perspective emphasizes the role of general human abilities to process and learn information on the basis of experience.
Strategy: teachers should recognise the knowledge that their students have acquired through the years and work from there to help them improve their second language skills.
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Interaction Hypothesis
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INteraction hypothesis
The interaction hypothesis is based on the discussion that the development of language proficiency is promoted by face-to-face interaction and communication.
Strategy: teachers should include different activities that include communication for their students to practice pronunciation and interactions with others. Teacher should actively listen to the conversations and correct if any word is mispronounced.
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Noticing Hypothesis
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NOTICING HYPOTHESIS
The noticing hypothesis is based upon the idea that learners cannot advance forward in their language ability if they don’t consciously notice the input. It supports the belief that nothing is learned unless it has been noticed.
Strategy: teachers should help their students to notice the input their comprehension and knowledge of their language is creating inside their brains.
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Sociocultural Perspective
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sociocultural perspective
The sociocultural perspective states that language learning comes as a result from social interactions. In this particular theory, the learning happens when any social interaction is being held.
Strategy: teachers should held video conferences, speaking activities or any other social interaction they could arrange with native speakers of the language they are learning.
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Sara Zuniga and Ashley Sandino
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Second Language Learning Theories
Ashley Sandino and Sara Zuniga
Next
Behaviourist Perspective
Flip
behaviourist perspective
The behaviourist perspective explains that learning happens when teachers create activities based on imitation to create habits. Students could be rewarded when they have produced the second language correctly.
Strategy: teachers could use positive reinforcement and facial expressions to let students know they are working towards their goals.
Next
Back
Innatist Perspective
Flip
INNATIST PERSPECTIVE
The innatist perspective is based on the discussion that innate knowledge of Universal Grammar permits all children to acquire the language of their environment during the critical period of their development.
Strategy: teachers should explain grammatical structures that differ from the students first language grammar to help them acquire the grammar of the second language.
Next
Back
Cognitive Perspective
Flip
cognitive perspective
The cognitive perspective is based on the idea that the mind is a computer and has the capacities of storing, integrating, and retrieving information. In this perspective, the main focus is to make declarative knowledge become procedural knowledge, which means that the knowledge students are aware of has become knowledge that students are able to use. The cognitive perspective emphasizes the role of general human abilities to process and learn information on the basis of experience.
Strategy: teachers should recognise the knowledge that their students have acquired through the years and work from there to help them improve their second language skills.
Next
Back
Interaction Hypothesis
Flip
INteraction hypothesis
The interaction hypothesis is based on the discussion that the development of language proficiency is promoted by face-to-face interaction and communication.
Strategy: teachers should include different activities that include communication for their students to practice pronunciation and interactions with others. Teacher should actively listen to the conversations and correct if any word is mispronounced.
Next
Back
Noticing Hypothesis
Flip
NOTICING HYPOTHESIS
The noticing hypothesis is based upon the idea that learners cannot advance forward in their language ability if they don’t consciously notice the input. It supports the belief that nothing is learned unless it has been noticed.
Strategy: teachers should help their students to notice the input their comprehension and knowledge of their language is creating inside their brains.
Next
Back
Sociocultural Perspective
Flip
sociocultural perspective
The sociocultural perspective states that language learning comes as a result from social interactions. In this particular theory, the learning happens when any social interaction is being held.
Strategy: teachers should held video conferences, speaking activities or any other social interaction they could arrange with native speakers of the language they are learning.
Back