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BEHAVIORISM
Proponents: B.F. Skinner and John Watson
Description: -The systematic approach focuses on observable stimulus-response behaviors
-It is believed that language is learned through conditioning.
-There is a strong emphasis on HOW you learn and not WHAT you learn
- There are environmental factors that have effect on their speech behaviors
Important Concepts: -Desired behavior is rewarded but undesired behavior causes punishment -
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BEHAVIORISM
Proponents: John Watson and B.F. Skinner
Description: This school of thought focuses on stimuli and response. Language is learned through conditioning, language is viewed as a habit. There was a strong emphasis on how, you learn not, what you learn All behavior, no matter how complex, can be reduced to a simple stimulus-response. .
Important Concepts: We are born as a blank slate, we learn as we grow. -
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FUNCTIONAL TYPOLOGY
Proponent: Roman Jakobson
Description: This approach ceases to explain the classification of common properties and the structural diversity of the world's languages. Studies are done on world wide languages and examine the structural similarities between languages, and why some L2 languages are harder to learn than others.
IC: This approach also focuses on markedness or whether specific features happen frequently than contrasting elements in the same category, and is more complex structurally. -
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STRUCTURALISM
Proponent: Ferdinand de Saussure
Description: Focuses on the underlying system of speech. This School of Thought focused on on examining bow language elements relate through a systematic structure of signs. -
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STRUCTURALISM
Proponent: Ferdinand de Saussure
Description: This school of though focuses on the underlying system of speech. It examined how the language elements relate through a systematic structure of signs. Notions in systematic structures include models, linguistic units consisting of a set of linguistic forms that are in a sequential relationship to one another, and value.
Important Concepts: This approach does not focus on periodical language development, but as a system. -
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SYSTEMIC LINGUISTICS
Proponent: M.A.K. Halliday
Description: This approach focused on language and how it functions in a social environment and the systems that are available for expressing meaning. There must be an understanding of the circumstances of why and how the given language was used. Pragmatic functions in L1 acquisition are universal for children. Some examples of pragmatic functions are Instrumental, and Regulatory.
Important Concept: There is a focus on what can be learned and not what is learned. -
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CONTRASTIVE ANALYSIS
Proponents: Robert Lado
Description: This approach focuses on a students ability to learn an L2. Minimal difficulty in L2 acquisition ties into a students L1. CA refers to the similarities in L1 and L2, there is a comparison within both languages and their use of phonology, morphology,and syntax.
Important Concept: CA has a bottoms up priority, structures are learned before meaning.CA was rejected due to the changing view in linguistic theory, and the Ca predictions did not always prove true. -
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ERROR ANALYSIS
Proponent: S. Pit Corder
Description: EA was the first approach to study of SLA which includes and internal focus on a learner's creativity. In this approach errors are viewed as windows into the language learners mind. Errors provide evidence. Children and their creativity are what drive learning
Important Concept: EA replaced Contrastive Analysis due to changes in linguist theories, many real learner errors not being able to attribute in L1 and L2 transfers, and the shift to innate capacity. -
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MENTALISM
Proponent: Noan Chomsky
Description: This approach places an emphasis on the innate capacity of the language learner. Language only has a small amount of rules. These small amount of rules are accountable for the basic sentence structure along with limited transformational rules allowing the sentences to be modified.
Important Concept: Having knowledge on a language consisted of know rules not structures -
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MORPHEME ORDER STUDIES
Proponents: Dulay and Burt
Description: Morpheme Order Studies questioned if there was a natural oder to language learning as there was in a persons L1 acquisition. Students go through a developmental process, as they acquire language and formulate language rules even when they don't speak. Spontaneous grammar use, caused a longer result than when it is taught in a classroom.
Important Concepts: Students focus more on accuracy than fluency when they use grammar spontaneously -
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INTERLANGUAGE
Proponent: Larry Selinker
Description: The IL development is viewed as a creative process thats driven by the inner forces interactions with the learners environment and their L1 input. There is an unclarity when learning the L2 ceases. IL can only begin when grammatical changes have occurred. Interlanguages are systematic, dynamic, variable, and reduced form and function
Important Concept: -
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MONITOR MODEL
Proponent: Stephen Krashen
Description: This approach is a collection of five hypotheses that constitute about how the L2 code is acquired. Language Acquisition Device, a metaphor used for children's innate knowledge Understanding spoken and written language input is the only mechanism that results in the increase of underlying linguistic competence is emphasized.
Important Concept: Language output is not seen as having any effect on learners' ability. -
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FUNCTIOIN-TO-FORM MAPPING
Proponent: Talmy Givón
Description: This approach analyses the sequence in which the L1 and L2 are acquired. There is a concept of grammaticalization between the L1 and L2. The learner is hoped to improve grammatically as they go from a beginning learner up until being an advanced learner.
Important Concept: There is a communicative need to process grammaticalization -
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UNIVERSAL GRAMMAR
Proponent:Noam Chomsky
Children have an innate built-in capacity to acquire language that surrounds them throughout early childhood. Children already posses the general knowledge of the common language constraints and structure. Children build from linguistic knowledge, but it is not mandatory to learn it. IC:This theory proposes that if human beings are brought up under normal conditions, then they will always develop language with certain properties but this wont always be true -
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CONSTRUCTIONISM
Proponents: Noam Chomsky
Description: There is an emphasis on lexical knowledge. The development of interlanguage is viewed as the mastery of L2 vocabulary. -
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INFORMATION ORGANIZATION
Proponents: Wolfgang Klein and Clive Perdue
Description: This approach focuses how SLA learners piece words together. It discovered the multiple organizational principles are used to guide a learners development and how these principles interact with one another. Utterances are organized in order to over come communication.
Important Concepts: In order to run ESF studies, the specification of six L1's learning fiver different L2's were very important in order to learn about natural language.