Language Acquisition Theory And Language Learning

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

First, children¡¯s acquisition of language is an innate mechanism that enables a child to analyze language and extract the basic rules of grammar, granted by Chomsky. It basically states that humans are born with a language acquisition device that, the ability to learn a language rapidly as children. However, there is one important controversy in language acquisition concerns how we acquire language; since Chomsky fails to adequately explain individual differences. From the behaviorists¡¯ perspectives, the language is learned like other learned behaviors. It is learned through operant

Lastly, it is important to include Norm Chomsky every time we talk about language acquisition. Through his studies we can say that children can learn a new language because of their innate ability in their brain to be able to classify different words, specifically grammatical terms. He suggested that we have a device in our brain which he called a Language Acquisition Device that allows children to notice the differences between two languages. In my opinion if all of us have this device. All the child needs to stimulate it to be able to learn those important first words that a child is going to need as they further exposed into a language.

Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

There are several theories regarding language development. Work by Chomsky, Piaget and Kuhl are critical. Studies by Chomsky, as examined by Albery, Chandler, Field, Jones, Messer, Moore and Sterling (2009); Deloache, Eisenberg & Siegler (2003) argued for the innateness of language acquisition due to its complexity. Development is assisted by a language acquisition device (LAD) and universal grammar both of which holding the propensity for commonalities throughout all languages. LAD is the key to the Syntax rule. The knowledge to master the rules is held unconsciously. Chomsky concludes exposure through auditory channels as being the only requirement for learning. Arguably Kuhl (2010) writes infantile exposure to language through auditory channels only, does not contribute effectively to learning indicating the importance of human interaction. Piaget, as discussed by Ault (1977) postulated language as not being part of the earliest stages of development. Signifying within sensorimotor stage, between birth and two years, the child’s development is too reflexive. Gleitman, Fridlund and Reisberg (2004) discuss the critical period hypothesis and suggest the young brain being more suited to acquisition than the adult brain. Lenneberg (1967) (as cited in Gleitman et al 2004) advocates, brain maturation closes language acquisition capacity window. Kuhl (2010) identified, within the critical period babies develop

Numerous theories try to explain the process of language acquisition. These theories fall into one of two camps. The environmentalist (or connectionist) theory of language acquisition asserts that language is acquired through environmental factors (Halvaei et al. 811). Theorists in this camp believe that a child learns language by gaining information from the outside world and then forming associations between words and objects. The nativist (or rationalist) approach, on the other hand, asserts that it is innate factors that determine language acquisition. Noam Chomsky, often described as “the father of modern linguistics”, falls into this camp as he believes that speech is the result of hidden rules of language that are hidden somewhere in the brain (Rahmani and Abdolmanafi 2111). Steven Pinker, a colleague of Chomsky, is a renowned psychologist, cognitive scientist and linguist who discusses his own theories on language acquisition in his book Words and Rules.

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

Linguistics has impacted cognitive psychology as the quest to understand language acquisition and the structure of language itself is undertaken. Linguistics is a complex and multifaceted; it includes language structural patterns and language development (Barsalou, 2005). The process of language development is complicated and dense, as the study of language is examined; the role of cognition is inherently examined and analyzed. Sternberg (2006) also explores language as an innate process and presents the idea that humans are born ready for language as a biological and cognitive process.

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

Behaviourism, one of the earliest scientific explanations of language acquisition was greatly influenced by theorist B.F Skinner (1957). The techniques of this learning theory have long been absorbed in the education setting to promote behaviours that are desirable and to dishearten those who are not (Stanbridge, 2014). As one of the developers of behaviorism B.F. Skinner (1957) accounted for language development by means of environmental influence, particularly a child’s reaction to reward and punishment. Skinner justified that behaviours that are rewarded, would be repeated, but behaviours that are disciplined or ignored will lessen.

In today’s society, it is essential that one knows more than one language to be very well qualified in acquiring jobs. However, learning a new language is not an easy task. One must be dedicated and be fully immersed to be fluent at it later on. There are certain grammatical rules that exists in one language but not in the others. Grammatical gender, for an example, is present in various languages around the world, including German. In the other hand, there is the English language which does not possess the use of gender grammar, specifically definitive article “the” and indefinite articles “a/an” in English, and “der/die/das” and “ein/einer/ein” in German. Der/ein is the gender grammar for masculine words, die/einer for feminine, and das/ein for neutral. However, these article could change depending if the sentence is describing the noun being presented is either genitive, dative, or accusative, turning them to either des/dem/den or eines/einem/einen. Despite such complex article rule, German and English are both Indo-European languages that have several cognate words, which could be beneficial for English speakers learning the language.Another interesting idea is whether bilinguals of English and Tagalog, which is an Austronesian language, would have such limitation in being fluent to the third language because of the article rules. It would be interesting to see if

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students

Over the past few decades, different theories emerged to explain how these children acquire their language such as behaviorism, nativism, and interactionism. The research on first language acquisition did not lead only to the previous theory, but it also led to the emergence of second language acquisition theories. One of these second language theories is the Monitor Model which was influenced by the nativist perspective on language acquisition. The Monitor Model also led to the emergence of different implications in second language teaching. Therefore, this research paper aims to answer the following two questions:

Acquisition and learning are two different concepts that need to be addressed differently in order for the student to learn a new language. In “The Natural Approach to Language Teaching: An Update,” Tracy Terrell explains Krahen’s Monitor Theory, which categorizes these two conceptions apart by stating that acquisition is “the unconscious formulation of grammatical principles” and learning as the “conscious cognitive-based study of grammar” (122). Such definitions suggest that the best time for students to learn a language is outside the classroom, where they are exposed to language in its natural form. They are exposed to little acquisition practices outside the classroom; therefore, acquisition should happen in the classroom and learning outside the classroom. They are