My review on L2 Learning Theories

L2 Learning Theories along with your review of them.

Knowledge of L2 learning theories is highly helpful in teaching English. A successful English teacher is able to blend theoretical knowledge of language learning that explains how the learning and teaching process should be done with actual teaching practically. The theories of L2 learning clearly explains all the aspects of language teaching in detail. It is very important for English teachers to follow theories and base their teaching on them.

There are many theories that are used for the development of second language teaching. A teacher should apply these methods to achieve his/her language teaching. Among them, Behaviorism, Innativism, and Krashen's Monitor Model theories provide theoretical hypotheses in language learning.

Behaviorism

The main principle in behaviourism is that language learning is a type of imitation in that the learners tend to imitate what they hear and learn from the environment. Thus, in teaching English to students whose mother tongue is Sinhala and in addition to that, many might have learnt English as their second or third language sometimes. Thus, the learners should be given good opportunities for imitation and habit formation.

They learned the second language through a series of drills involving imitation, repetition and practice. Behaviourist view of the process of a child’s language acquisition in the following steps;

1.     Stimuli

2.     Imitation

3.     Reinforcement

4.     Repetition

5.     Habit formation

Moreover, what is the most important is the environment in learning an L2. Thus, the teacher should be able to create an English environment in the class exposing the learners to English as far as possible. The teacher can expose the learners to the speeches and videos of native speakers. Another important fact that teachers should consider is reinforcement, especially, positive reinforcement. When the teachers reinforce the learners by different ways like praising they will be encouraged to repeat the behaviour.

On the other hand, errors also should be corrected at the moment the teacher sees them before they become a habit. In this manner, L2 learning also takes place in the form of any habit formation. So, the teacher’s responsibility is to form positive habits in learners towards L2 learning.

 

 Innativism

Innativism, also called Universal Grammar was developed by Noam Chomsky who is an American Linguist. Language is an innate capacity. A child’s brain contains a special language learning mechanism at birth. Every child has a “Language Acquisition Device”. Children need only minimum language exposure to prim the LAD. He mentioned that children were born with the ability to acquire language. He argued that language acquisition of children be related to their innate ability of biological language device (LAD).

Chomsky asserted that children were born with a hard-wired language acquisition device. He asserted that children were born with the instinct or “innate facility” for acquiring language. The LAD is a postulated organ in the brain supposed to function as a congenital device for language acquisition. LAD encodes the major principles of a language and its grammatical structure into the child’s brain. This theory contradicted B.F. Skinner’s theory of behaviourism and operant conditioning. Regarding the principles of Universal Grammar, some argue that UG theory is not successful in explaining L2 because most L2 learners have passed their critical age when they start learning an L2. But the UG theorists argue that even though most L2 learners start learning an L2 after their critical age, they also produce a better output than the input showing that their language acquisition is influenced by LAD.

Karshen’s Monitor Model

Krashen’s Monitor Model which includes five hypotheses is also highly useful in teaching English. The first hypothesis, the Acquisition-Learning hypothesis differentiates language learning and acquisition enabling the teacher to use both processes effectively in the class. Thus, teachers should consider Krashen’s emphasis on the effectiveness of acquisition in L2 learning.

Monitor Model is a highly influential model of second language learning developed by Krashen based on five basic hypotheses;

1. The Acquisition-Learning Hypothesis.

2. The Monitor Hypothesis.

3. The Natural Order Hypothesis. 

4. The Input Hypothesis.

5. The Affective Filter Hypothesis.

The Acquisition-Learning Hypothesis

According to Krashen, there are two independent systems: the acquired system is the product of a subconscious process it requires meaningful interaction in the target language. The learned system is the product of formal instruction and learning. It involves a conscious process which results in conscious knowledge about the target language. According to Krashen, learning is less important than acquisition.

In this Hypothesis learner can learn the language very easily, from the environment, parents, friends etc. So, learner should not try hard to understand the first language.

The Monitor Hypothesis – The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met:

1. Sufficient time.

2. Focus on form.

3. Knowing the rule.

It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is minor, being used only to correct deviations from normal speech and to give a speech a more polished appearance.

The Natural Order Hypothesis - The acquisition of grammatical structure follows a natural order which is predictable. This order seemed to be independent of the learner’s age L1 background, conditions of exposure, and although the agreement between individual acquires was not always in the studies, there were statistically significant similarities that reinforced the existence of a natural order of language acquisition. However, Krashen points out that the implication of the natural order hypothesis is not that a language program syllabus should have been based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

The Input Hypothesis - The input hypothesis is Krashen’s attempt to explain how the learner acquires a second language. The input hypothesis is only concerned with acquisition, not learning. According to this hypothesis, the learner improves and progresses along the natural order when he/she receives second language input that is one step beyond his/her current stage of linguistic competence. It will take place the learner more effectively to achieve second language learning.

The Affective Filter Hypothesis - The affective filter hypothesis embodies Krashen’s view that a number of affective factors like motivation, self-confidence, anxiety, personality traits, and learners’ attitudes and beliefs play a facilitative role in second language acquisition. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition.

Considering these facts, it is clear that knowledge of L2 theories is highly effective in teaching English. In teaching English to students or to any other students, the teacher can use both subject knowledge and theoretical knowledge effectively.

 

 

 

 

References

1. Bialystok, E. 1990 Communication Strategies: A Psychological Analysis of Second-Language Use Oxford Black well Google Scholar

2. https://www.researchgate.net/publication/360834971 Second Language Learning theories by Rosamond Mitchell, Florence Myles, Emma Marsden.

3. https://www.academia.edu/36105475/Second Language Learning Theories Miles.

4. 2. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.)