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Study Notes

Nature, Characteristics, and Theories of Language Acquisition and Teaching

Arab Concept of Language Nature: Ibn Jinni defined language as "sounds used by each community to express their needs." "Needs" is broader than "thought" as "thought" is precise and refers only to mental images, while Ibn Jinni's definition is more accurate in determining language's function: expression of needs.

Behavioral and Cognitive Perspectives

Behavioral View of Language: Behaviorists viewed language through the lens of observable and measurable aspects of human psychology, not complex cognitive processes. Skinner believed language was acquired through consistent, controlled training, much like any other learned behavior. Pavlov considered language as responses to external stimuli, with socially acceptable forms becoming habitual through rewards, starting initially with parents and expanding. Behaviorists focused on reinforcing correct responses and minimizing errors, disregarding internal meaning; their focus was on the external form of text and the student's ability to recall it. They didn't consider cognitive frameworks or personal experiences.
Behavioral Approach in Language Teaching: They emphasized the importance of repetition and reinforcement for language acquisition. Practice, and correction played a significant role. They focused on spoken language and disregarded written language. Predictable sequential steps in learning are essential, beginning with imitation, followed by reinforcement that leads to practice ending in repeating the correct response. Similar learning conditions ensure students achieve similar levels of proficiency.
Cognitive View of Language: Cognitivists argue that language is a unique human mental process, and they criticized behaviorists for basing language learning solely on animal studies. Thought and language are intertwined, and higher-level cognitive processes are crucial for understanding language, both in acquiring and using it. Chomsky suggested that children are born with an innate language acquisition capacity, equipped with the fundamental rules common to all languages.
Cognitive Approach in Language Teaching: Cognitivists focus on the underlying meaning, the "hidden significance" of language. Language is not just about observable forms, but also the underlying meaning. There is a distinction between surface (physical) and underlying (meaning) aspects, which the students and the teacher need to consider in the teaching of language.

Key Attributes

Language as Sound: Language is initially based on sounds; meaning arises when these sounds are organized into units. Ibn Jinni highlights this; language as sound used for communication. Written language is a secondary system that uses sounds and their representation.
Language as Acquired: Human beings have innate language capacity (a God-given gift) due to the unique properties of their sensory and cognitive systems, and therefore adaptable to any specific language in the appropriate environment. Learners must connect sounds to their meanings, using these sounds to build their vocabulary.
Language as Human activity: Language allows humans to express their emotions, and experiences. Expression can be instinctive or intentional, with intentional expressions also having a social component.
Language as Social Activity: Understanding language meaning necessitates considering the social context in which it's used. The context plays a crucial role in determining the meaning of words and phrases. This perspective highlights the importance of social interaction and context.
Language as System: Language relies on a network of interlinked subsystems (phonemic, morphemic, syntactic, semantic, pragmatic, and textual (writing.)

Implications for Language Teaching

Emphasis on Meaning: Teachers should focus on learners' ability to create meanings. These meanings must match the original text's coherence and interconnectedness, representing the students' understanding using their own language.
Varied Materials: Teachers should use a wide array of texts, not just a fixed text.
Development of Skills: Language teaching aims to develop listening, speaking, reading, and writing skills, emphasizing the use of language in real-life situations.
Cultural Context: Text interpretation should consider the social and cultural context in which the text was created and the meanings that different people associate with given words and phrases. Learners need to understand the various nuances of the language in different social settings.