Language Acquisition Theories Overview

Behaviorism

• Learn by doing
• Imitation and practice are key
• B.F. Skinner's theory
• Children learn by imitating language around them
• Positive reinforcement solidifies learned language

Innatist

• Noam Chomsky's theory
• Humans are born with language capabilities
• Language development is inherent

Interactionism

• George Herbert Mead's approach
• Language development occurs through social interaction
• Interaction with the environment and social contexts are key

Connectionism

• Connecting previous knowledge with current knowledge
• Associating things with words

Audiolingualism

• Students repeat sentences
• Learning focuses on playing sentences, then repeating

Suggestopedia

• Georgi Lozanov developed it
• Relaxed and comfortable learning environments help
• Students more easily absorb information

Lexical Approach

• Dave Willis and Michael Lewis
• Focus on multi-word chunks (phrases) not just grammar
• Improve fluency

Lexical Phrases

• Phrases, like "make a cake," sound more natural
• Help with fluency and natural-sounding language

Input Processing

• How learners understand and interpret language
• Emotional barriers (like anxiety) can affect learning

Affective Filter

• Concept in Krashen's theory
• Emotional factors can affect language acquisition
• Anxiety and low motivation can hinder learning

Comprehensible Language

• Second language learners need input slightly above their level
• Better understanding of new language structure

Hot Air Balloon Debate

• Debate where speakers try to win approval
• Participants decide who will leave

Accuracy

• Grammar translation focusing on correct sentences
• Mother tongue to L2 translation
• Focus on specific grammar or vocabulary

Presentation, Practice, Production (PPP)

• Presentation: Teacher introduces new material/task.
• Practice: Developing the activity through repetition.
• Production: Students use new knowledge.

Engage, Study, Activate (ESA)

• Engage: Emotional engagement of students.
• Study: Learning a part of the learning process.
• Activate: Using language knowledge.

DOGME (ELT)

• Teaching approach focusing entirely on interaction between teacher and student.
• No textbooks, tech or other materials used during discussions

Integrated Form-Focused Instruction (FFI)

• Grammatical form within meaningful communication

Isolated Form-Focused Instruction (SFFI)

• Focuses on grammar and language forms separately

Zone of Proximal Development (ZPD)

• Lev Vygotsky
• Children can reach higher levels with support and materials
• Learners develop higher understanding and performance with help from knowledgeable people

Contrastive Analysis Hypothesis (CAH)

• Errors occur when there are differences between languages
• Transfer from L1 is a factor

Task-Based Learning (TBL)

• Students complete tasks to learn language
• Practical application of language

Total Physical Response (TPR)

• Using the body to learn language
• Primarily through tasks and activities

Time In, Time Out (TITO)

• Methodology for timekeeping, project management

Modern Language Aptitude Test (MLAT) and Pimsleur Language Aptitude Test (PLAB)

• Measure language aptitude
• Aspects include memorizing sounds and learning grammar rules.

Fluency

• Smooth speaking without pauses using correct grammar.
• Skills in grammar translation

Universal Grammar

• Humans share inherent grammatical principles
• Guiding language acquisition

Schema

• Background knowledge about the world
• Previously acquired knowledge

False Cognates

• Words that sound the same in different languages but have different meanings.
• Need to be careful not to confuse them.

Monitoring

• Checking student progress during learning

Cognitive Perspective

• Learning focused on mental processes
• Thinking, remembering, understanding, without a specific module

Approach (Linguistics)

• Term for theory in explaining language acquisition
• Describing how people learn and need
• How/what needed to master language

Method (Linguistics)

• How an approach is used in the classroom
• Steps, actions & techniques for instruction

Procedure (Linguistics)

• A series of steps followed during learning
• Doing this, then doing that, to learn

Technique (Linguistics)

• A task or activity used in learning
• A single action rather than several steps

Transfer-Appropriate Processing (TAP)

• Information best recalled in similar contexts
• Authentic learning environment better

Paraphrasing

• Expressing meaning using different words
• Greater clarity in communication

Pragmatics

• How language is used within context
• Includes directness, politeness, deference

Second Language Application/Monitor Model (Krashen)

Method influenced by Chomsky's ideas. Learning and rules, and observing mistakes

Process Writing

• Editing and revisions to produce writing or editing tasks

Community Language Learning

• Students sit in a circle and teacher helps with translation/suggestions
• Conversation recordings for future analysis

Content and Language Integrated Learning (CLIL)

• Teaching subjects in another language (not L1)
• Content and language learning integrated

Content-Based Teaching (2 for 1)

• Combining content and language learning
• Ex: learning linguistics while practicing English

Sociocultural Theory

• Language learning influenced by social interaction
• Learning happens in social and cultural contexts

Automaticity

• Fluent use of language due to frequent practice

Speaking as preparation

• Activities to prepare for speaking
• Activate previous knowledge

Intensive Reading

• Focused, goal-oriented reading
• Achievement over pleasure

Extensive Reading

• Fun, leisure reading outside the classroom.
• Ex: podcasts, articles, books

Intensive Listening

• Focused listening for specific goals, not just enjoyment

Extensive Listening

• Recreational listening, like podcasts or radio

Declarative Knowledge

• Conscious awareness of facts or rules; verbalized but not always applied fluently

Procedural Knowledge

• Applying knowledge, like using grammar rules, automatically (usually practiced until unconscious)

Top-Down Processing

• Understanding general context before details

Bottom-Up Processing

• Understanding details first to grasp the general context

Field-Independent Learners

• Focus on specifics, analyzing context

Field-Dependent Learners

• Focus on broader context, less detail

Order of Acquisition

Stages of language acquisition in different cultures

Output

• What a learner produces through speaking or writing/practice

Input

• Language exposure through listening and reading

Comprehensible Input

• Understandable language learners easily comprehend

Incomprehensible Input

• Difficult to understand language

Restructuring

• Change in learners' language understanding/use

Information Processing

How learners acquire and use language through attention and practice

Competition Model

• Language learned by looking at language structure and meaning

Patchwork Model

Integration of skills in learning

Integrating Skills

Combining various language skills in learning

Listening for Detail

Specific skill of scanning/reading text for specific information

Error Analysis

• Identifying errors in language

Listen for a gist

• General understanding of text, specific language points
• Analytical reading, by finding relevant phrases & important words

Skimming

• Focusing on main ideas when reading

Ethnography

• Observing teaching/learning in classrooms without specific rules

Receptive Skills

• Meaning extraction from text; reading and listening

Productive Skills

• Producing language

Immersion System

• Language used in different subjects or topics
• 2 language usage for instruction example

Compensation Strategies

• Finding ways to communicate despite knowledge gap

Inferencing

• Finding meanings from clues and prior knowledge

Scaffolding

• Support provided by more knowledgeable people in learning

Integrated phrases

• Pronunciation and other language aspects practiced naturally.

L1 Interference

Confusion when using 2 languages

Summative Feedback

• Final grade based on overall learning

Formative Feedback

• Feedback during the learning process for better learning

Online Correction

• Immediate feedback to learners

Offline Correction

• Feedback after the event to avoid disrupting learning

Modeling

• Demonstrating or presenting an example
• Students can learn by example

Product Writing/Approach

• Presenting a sample of the writing to learners to teach them style

Intrinsic motivation

• Learners' internal desire to learn

Extrinsic motivation

• Learning motivated externally(rewards or goals)

Metacognitive Strategies

• Planning learning (notes, homework) and better understanding

Cognitive Strategies

• Processing information

Perceptual Preferences

• How people experience and process the world sensory or movement

Subtractive Bilingualism

• Second language acquisition negatively affects knowledge of first language

Multiple Intelligences

• Diverse forms of intelligence (linguistic, logical, visual)

Corpus Linguistics

• Collection of language samples, used to study language or learn language

Signposting

• Guiding learners through material to show the pathway.

Explore various theories of language acquisition ranging from behaviorism to suggestopedia. This quiz covers foundational concepts from notable theorists like B.F. Skinner, Noam Chomsky, and George Herbert Mead. Test your understanding of how language learning occurs through imitation, inherent capabilities, and social interactions.