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approaches to
explaining L1
learning.
Behaviourism
(Skinner, 1957)
Innatism
Interactionism
Mid 20th C
HABIT FORMATION - learners'
responses to external stimuli are
positively reinforced
STIMULUS - RESPONSE REWARD/(PUNISHMENT)
Audiolingualism + Behaviourismsentence pattern through drills
Accuracy (over fluency); often used as
a measure of progress
Intolerance of error = bad habit
formation
De-contextualised language
Little communicative function
All
languages
share
certain
fundamental principles
Chomsky - genetically "programmed"
with an innate language learning
faculty
LAD
(LANGUAGE
ACQUISITION
DEVICE)
Abstract
principles
of
biological
mechanism
Adjusted for individual languages
According to PARAMETERS
Accounts for L1 acquisition
Idealised description of competence
Role in L2 acquisition is much less
clear
Language acquisition during Critical
Period (Lenneberg)
Language used = Knowledge acquired
through physical interaction (Piaget)
Thought = Internalized speech,
emerged in social interaction
(Vygotsky)
Importance of child-directed speech
Theoretical
approaches to
explaining L2
learning.
Second
Language
Acquisition
(SLA)
(Lado, 1957)
Universal
Grammar
(White, 2003)
Natural Order
/ Order of
Acquisition /
Order of
Development
(SLA)
1970s
Krashens
Hypotheses
Cognitive Theories
(De Keyser, 1998; Pienemann,
1999; Ellis, 2002; Bates &
MacWhinney, 1981 )
Sociocultural Theory
(Vygotsky, 1990; Lentof, 2001)