Approaches to Second Language Acquisition Created by: Sarah Hatcher Smyrna High School
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Approach 1: Behaviorism
Psychologist B.F. Skinner is known for his work in behaviorism and operant conditioning
Skinner believed that major influence(s) on human behavior are learned from the learning environment (www.simplypsychology.org)
Approach 1: Behaviorism
When applied specifically to language learning, Skinner & behaviorists believed that language acquisition occurred from a set of automatic habits that developed as a result of imitation (Craig, n.d.) This view fell out of style when more research became available citing that structured rules of grammar and language were not imitated, but learned
Approach 2: Innatism
Innatism and language acquisition was made known from the work of Noam Chomsky in the 1950s and 1960s. This theory has the learner as an active participant in creating the language, not simply imitating it (Chomsky, 1965)
Approach 2: Innatism
Chomsky believes that the Language Acquisition Device, located in the brain, helps children produce and understand language
This would mean that children do not simply imitate language, as Skinner thought
Based on Innatism, Chomsky proposes that people have the ability to identify correctly formed sentences, regardless of meaning (Chomsky, 2008)
Approach 3: Interactionism
The Interactionist approach focuses on the social aspects of language learning and learner interaction This approach focuses on the nature of interactions in second language learning
Approach 3: Interactionism
Interactionists also found that communication, making mistakes, and error correction promoted second language acquisition (Lyster & Ranta, 1998) Interactions become a source of input and are essential to second language acquisition (Lantolf, 2000)
Age: A critical factor in SLA
Research suggests that natural language acquisition can only take place between the ages of two and twelve years, known as the “critical period hypothesis” (CPH) (Lenneburg, 1967). The brain begins to cement pathways and is lateralized around the time of puberty (VanSickle & Ferris, n.d.).
Age: A critical factor in SLA
Before puberty, language acquisition and processing takes place in both hemispheres. After puberty, brain experiences a loss of “plasticity” or ability to process language as easily (Lenneburg, 1967).
Context & Contextual Factors in SLA
SLA varies by individual student
Factors include: age, first language knowledge, motivation, and gender
3 contextual factors to consider in SLA (Walqui, 2000):
Language Learner Learning Process
Contextual Factors: Language and Learner
Language: Student proficiency in L1, knowledge of L2, and attitude
Also includes similarities and differences between L1 and L2
Learner: Goals set by teacher & learner, diversity in classroom setting, home environment/support
Contextual Factors: Learning Process
Learning Process: Learning style and motivation of the student must be addressed
Cultural influences and interactions with peers should be considered in SLA
Tips for Teachers
Know your students!
Learning more about the contextual factors your students bring to the classroom can help you plan lessons to meet the diverse needs of your students
Plan engaging lessons!
Students are always more interested when they can apply what they learn in the classroom to their lives—learn what they are interested in to help promote conversation in L2 with peers. This will also help create a welcoming classroom environment.
Best Approach for My Students
The best approach for my students to learn Spanish is the interactionist theory. High school students take Spanish with the ultimate goal of communication (written and oral) Interactionism focuses on social aspects of that language learning—these are accomplished in class through partner speaking activities, writing about themselves, presentations, and others
Performing a variety of activities, typically with other students, builds confidence and allows students to use the language to interact with others, as well as learn from their mistakes through error correction (Lyster & Ranta, 1998).
My Favorite Approach
Not only do I think it is the best approach for my students, but my favorite SLA approach is also interactionist As I mentioned in the previous slide, to me, the basis of language is communication and most of this is going to occur socially, with others The cycle of error correction and subsequent learning promotes their second language acquisition. By communicating in class and receiving feedback from me, they are able to correct errors and learn from them. Through the variety of activities we do in class (partner dialogues, class presentations, group presentations), students interact with each other and myself to learn more Spanish.
Resources on SLA
See the websites below for more tips and information about SLA:
Wheaton College’s Institute for Cross Cultural Training site with SLA resources: http://www.wheaton.edu/bgc/ICCT/slares/SLAresources.html University of Minnesota’s Center of Advanced Research on Language Acquisition, Teacher Resources for Language Learning Strategies: http://www.carla.umn.edu/strategies/resources/index.html An article about SLA and its significance for learning and teaching http://www.llas.ac.uk/resources/gpg/421 Excellent bibliographic site with links to various aspects of SLA: http://jillrobbins.com/gwu/257/sla_bib.html Another bibliographic site with links to various aspects of SLA: http://teacherweb.com/FL/StonemanDouglasHS/FloridaNBPTSWLOE/links1.aspx
References
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press. Chomsky, N. (2008). Noam Chomsky talks about universal grammar. Retrieved May 24, 2011 from http://www.usingenglish.com/cgi-bin/mt/mt-tb.cgi/19 . Craig, D.V. (n.d.). Formal approaches to second language acquisition. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292338 Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning. Oxford, UK: Oxford University Press. Lenneberg, E.H. (1967) Biological foundations of language. New York: Wiley and sons. Lyster, R. & Ranta, E. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition 19, 37-61. Skinner: Operant Conditioning. (n.d.) Retrieved May 24, 2011, from http://www.apastyle.org/learn/faqs/web-page-no-author.aspx VanSickle, J. & Ferris, S. (n.d.). Second language acquisition: The age factor. Retrieved May 24, 2011 from http://www.crosscultured.com/articles/agesla.pdf. Walqui, A. (2000). Contextual factors in second language acquisition. Retrieved May 24, 2011 from http://www.cal.org/resources/digest/0005contextual.html
