The 3 main language acquisition theories

25-26 TESOL for Minor Teaching English ED-2526-0977 Diana Borrelli, Sanne Haring, Laia Passola

The 3 main language acquisition theories

INTERACTIONISM AND CONSTRUCTIVISM

BEHAVIOURISM

INNATISM

BEHAVIOURISM

Skinner described language learning as a process of habit formation, where repeated practice helps learners develop correct linguistic patterns.

L1

Key concept:

Behaviourism explains language acquisition as a process of habit formation. Children learn language by imitating adults, repeating what they hear, and receiving reinforcement (praise or correction). Correct responses are reinforced and become habits.

Behaviourism has been criticized because it cannot explain:

• how children create new sentences they have never heard
• why children make similar grammatical errors
• the speed and creativity of language acquisition
• The theory was strongly criticized by Noam Chomsky (Innatism)

Criticisms

Teacher models

• the teacher models correct language
• students repeat sentences
• drills and memorization are used
• errors are corrected immediately
• practice is repeated many times

The teaching method associated with behaviourism is the Audio-Lingual Method.

Teacher's job and Behaviourism in class?

Behaviourism today

Do you want to delve deeper into the Innatism and SLA?

Innatism

Humans are born with a "Language Acquisition Device" (LAD) and a Universal Grammar, what means that language isn't just learned through imitation; it’s an internal biological program that unfolds when triggered by the environment (Chomsky).

Key concept:

• Authors such as Chomsky suggest that exposure to language activates this innate knowledge
• Krashen brought this to SLA with his Monitor Model, which includes 5 hypotheses

Second Language Acquisition (SLA):

Teachers job and Innatism in class?

Since Innatists believe the brain is wired to decode language patterns automatically, the teacher’s primary job is to provide high-quality, understandable language. The teacher uses "Teacher Talk"—slowing down, using gestures, and simplifying syntax—not to drill grammar, but to ensure the student's LAD can process the structure of the input.

It is difficult to test empirically. How do we know if someone is "acquiring" or "learning"

Criticisms:

Interactionism and Constructivism

How is this visible in the classroom

Key Concept: “In their view, language acquisition is but one example of the human child’s ability to learn form experience, and they see no need to assume that there are specific brain structures devoted to language acquisition. They hypothesize that what children need to know is essentially available in the language they are exposed to as they hear it used in thousands of hours of interactions with the people and objects around them" (Ligthtbrown & Spada, 2018).

Second Language Acquisition: They see language acquisition as similar to and influenced by acquisition of other kinds of skills and knowledge, rather than as something that is different from and largely independent of the child’s experience and cognitive development.

Figure 10: Piaget and Vygotsky

Difference

Constructivism promotes a teaching style with unguided or minimally guided instructionsfor students. Thus students becoming frustrated and lost. Another concern is that cognitive learning is not enough for individuals; one must demostrate knowledge by making productions ( Alanazi , 2016).

Criticisms

References

Alanazi, A. (2016). A Critical Review of Constructivist Theory and the Emergence of Constructionism American Research Journal of Humanities and Social Sciences, 2(1), 1–7. https://www.arjonline.org/papers/arjhss/v2-i1/18.pdfFigure 1: [Behaviorist Theory and Adult ELLs]. (n.d.). [Chart]. Vcdwrites. https://www.vcdwrites.com/journal/2017/6/14/behaviorist-theory-and-adult-ells Figure 2: [B.F. Skinner]. (1950). [Photograph]. Wikipedia https://upload.wikimedia.org/wikipedia/commons/3/3c/B.F._Skinner_at_Harvard_circa_1950_%28cropped%29.jpg Figure 3: Andersen, U. (n.d.). Noam Chomsky [Photograph]. Getty Images. Reproduced in ABC. https://live-production.wcms.abc-cdn.net.au/0be215643c37b2437672fb838acbb3be?impolicy=wcms_crop_resize&cropH=1688&cropW=3000&xPos=0&yPos=0&width=862&height=485 Figure 4: Main, P. (2023). Universal Grammar Pyramid. Innate Language Structure. [Chart]. Structural Learning. https://cdn.prod.website-files.com/5b69a01ba2e409501de055d1/69a1ca1f6bbfd46e6ad67ae3_69a1ca1c6a224ce31e127ddc_universal-grammar-pyramid-nb2-infographic.webp

Figure 5: [Critical Period Hypothesis representation]. (n.d.). [Photograph]. MultiBriefs. https://exclusive.multibriefs.com/images/exclusive/0813languages.jpgFigure 6: [Language Exhibits a 'Critical Period']. (n.d.). [Chart]. Medium. https://miro.medium.com/v2/resize:fit:1238/format:webp/1*0aMBeMYIbqi9sW-dtvJnmQ.png Figure 7: [Stephen Krashen]. (n.d.). [Photograph]. ETL News. https://eltnews.gr/wp-content/uploads/2021/11/krashen3.jpg Figure 8: [Zone of Proximal Development (Vygotsky)]. (n.d.). [Chart]. Daily Sun. Figure 9: [Constructivism]. (n.d.). [Chart].Structural Learning. https://cdn.prod.website-files.com/5b69a01ba2e409501de055d1/691ca34bbca271e88eee7fcb_66aa14a7b66ba92c236640aa_63a1abd4caf10c350a9a4202_Constructivist%252520learning%252520theory.png Figure 10: TeachHQ. (n.d.). Piaget and Vygotsky image. TeachHQ. https://teachhq.com/article/show/how-piaget-and-vygotskys-theories-impact-classroom-practices Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford Uni-versity Press.

Piaget

For Piaget language was one of a number of symbol systems that are developed in childhood. Language can be used to represent knowledge that children have acquired through physical interaction with the environment. The developing of cognitive understating is built on interaction between the child and the things that can be observed and manipulated.

Criticisms of Innatism

• UG may not explain L2 acquisition, especially in adults (Bley-Vroman and Schachter).

• Krashen’s hypotheses are difficult to test scientifically (psychologists like Barry McLaughlin)

• General cognitive learning processes may explain language learning, so an innate language module may not be necessary (cognitive psychologists).

• Innatist research focuses too much on advanced grammar knowledge, not on the learning process.

Skinner theory

Figure 2: B.F. Skinner (1950)

According to Skinner, children learn language by imitating the speech of adults and by repeating what they hear. When their language use is correct, they receive positive reinforcement, such as praise or attention. This reinforcement encourages them to repeat the correct form. His ideas strongly influenced language teaching methods such as the Audio-Lingual Method, which focuses on drills, repetition, and memorisation.

Figure 7:Stephen Krashen

The 5 Hypotheses of Krashen's Monitor Model

(3) Natural order

Suggests that language rules are acquired in a predictable, developmental sequence, regardless of the order in which they are taught.

(1) Acquisition VS Learning

(4) Comprehended input (i+1)

Acquisition occurs when we understand messages that are one step above our current level

Subconscious and natural

Conscious and formal

Fluency!

(2) Monitor

Learned knowledge only serves to correct what the acquiered system produces

(5) Affective filter

Emotions (anxiety, lack of motivation) can block the entry of input

Teacher's job characteristics

• repetition drills
• pattern practice
• memorised dialogues
• focus on pronunciation and grammar patterns
• teacher-centred instruction

Figure 4: Universal Grammar Pyramid. Innate Language Structure.

Figure 3: Noam Chomsky. Photo by Ulf Andersen/Getty Images, via ABC.

Difference between Vygotsky and Piaget

Vygotsky’s view differs from Piaget’s. Piaget saw language as a symbol system that could be used to express knowledge acquired through interaction with the physical world. For Vygotsky, thought was essentially internalized speech, and speech emerged in social interaction. Vygotsky’s view have become increasingly central in research on second language development.

Behaviourism main ideas:

• Language is learned through imitation and repetition.

• Learning follows the pattern stimulus → response reinforcement.

• Correct responses are reinforced with praise or correction.

• Language development occurs through practice and conditioning.

Figure 1: Behaviorist Theory and Adult ELLs

Vygotsky

Vygotsky concluded that language develops primarily form social interaction. He argued that in a supportive interactive environment, children are able to advance to higher levels of knowledge and performance. He observed the importance of conversations that children have with adults and other children. The conversations provide the child with scaffolding

How is it visible in the classroom:

• Create opportunities for interactions
• The use of scaffolding
• Meaningful conversations
• Use collaborative learning

• Responding to students langauge

(Eg: He go to school yesterday - Oh, he went to school yesterday)

Figure 9: Constructivism

Behaviourism today

Behaviourism still influenced language teaching, especially through drilling and practice. However, many teachers today prefer a combination of theories. Questions to consider:

• Is repetition useful for learning pronunciation and grammar?
• Should communication be more important than memorisation?
• Can behaviourism support some teaching activities but not others?

In modern pedagogy, behaviourist techniques are often combined with communicative and cognitive approaches.

What is the Critical Period Hypothesis?

A specific, limited window—from early childhood to roughly puberty (age 2–13)—exists for acquiring language with native-like fluency, driven by high brain plasticity. After this period, language acquisition becomes more challenging, often resulting in less proficiency.

Figure 6: Language Exhibits a 'Critical Period'

Figure 5: Critical Period Hypothesis representation

What implications does this hypothesis have when learning a L2?

Learning a L2 before this period allows for high-level proficiency, while post-pubertal learning often results in slower, less intuitive, or accent-marked language, though not impossible.