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Structuralism
Saussure European Structuralism 1920
Bloomfield American Structuralism
Structuralism considers language a system in its own rights. It is a stimulus-response theory that acquires knowledge through repeatable observations. Everything is organized in structural patterns. The primary form of language is the spoken one. -
Contrast Analysis
Robert Lado (1915-1995)
CA compares the similarities and differences between L1 and L2 as to predict and explain a learners problem .It proposes that similar elements to the learners native language will be easier to learn and those elements that are different will be difficult to acquire.
Criticized because many of the L2 problems that were predicted, did not occur. This theory did highlight potential learning problems -
Behaviorism
B. F. Skinner (1904-1990)
This theory states that language is learned through operating conditions and associations between a stimulus and a response. Reinforcement is a vital component in this theory, positive or negative. Language learning is based on imitation. repetition,reinforcemente and motivation..Language is a conditioned behaviorand learned through practice.
Critics say that children acquire language in many different ways and learning is only a component of the process. -
Mentalism
Noam Chomsky
This theory claims that language is learned through cognitive learning. Language is complex and has rules and is made of deep structures. Language is innate, an in- born process,.Children learn language by application. Language learning is analytical and it is a mental process more than a behavioral process, Being exposed to language is neccesary. Language acquisition is the result of growth and development. -
Universal Grammar
Noam Chomsky
UG is a linguistic approach that claims humans inherit a universal set of principals and parameters that shape all language. UG implies that all languages have a common structural. Learners use their cognitive abilities to figure out the hypothesis about the structure of a language.
Criticism: This theory doesn't include social and psychological variables. It is a methological approach which ignores mental representation of language. -
Functional Typology
The Prague School of Linguistics
It is a functional approach that involves the classification of languages into categories or types as to describe patterns of similarities and differences. This approach is considered functional because it analysis language structure,use and meaning and its focus is communication.
Criticizen: Because this approach focuses on communicative interaction and meaning, grammatical errors occur. It is not appropriate for writing. -
Function to Form Mapping
Simon Dik
This is a functional approach which states that the acquisition of both L1 and L2 is a process of grammaticalization.It analyzes the sequencde of both L1 and L2. Communicative needs used with grammaticalization will develop a more efficient cognitive developmemt. -
Systemic Linguistics
M.A.K. Halliday
It is a functional approach that analysis language as an interrelated systems, used to express meaning. Systemic Linguistics sees grammar as a meaning making resource and form and meaning are interrelated. Language occurs as a text, spoken or written. Language is functional and it reflects the opinions and attitutes of the users.
Criticism: this approach was designed to analyse language with simple feature like English, it is not successful with more complex languages. -
Interlanguage
Larry Selinker
IL refers to the intermediate state that a learner's language is as it moves to target language.IL learners have different grammatical systems from their first language and the target language..it is considered to be a creative process influenced by L1, input from the target language and environmental factor.The learners grammar is transitional and it will change when new rules are incorporated. -
Morphene Order Studies
Dulay and Burt
These studies are interested in finding out if there is a natural order to L2 acquisition like there is in L1 acquisition. The interlanguage theory boosted this idea. This studies opposed the behaviorist view. Researchers in L2 learned there was an order that learners followed for language acquisition. MOS can be helpful to understanding how a child acquires and uses of grammar.
Criticism: Children have acquired language in many different ways, in no set order. -
Error Analysis
Pit Corder
Error analysis is linguistic approach which focuses on the creative ability that a learner has to construct language. It is a technique which analysis, explain and collects data made by L2 learners in learning language.
Criticized because errors were incorrectly classified and it became difficult to identify them because of the different types of usage. -
Constructionism
Seymour Papert (1928-2016)
This theory states that a learner constructs their own knowledge through new experiences.The learner creates new experiences by applying what they already know to different situations. Constructionism uses problem based learning methods and self centered learning. Learning is more effective when it is part of an activity were there is meaning Student centered learning.People's practices, their culture and environment will create knowledge. -
Monitor Theory
Stephen Krashen
This theory states that there is a difference between learning and acquisition. Learning is a conscious process that involves attention to rules and forms of language. Acquisition occurs similar to L1 which focuses on comunicating messages and meanings.
Critiziced;Krashen assumed that children are better language learners than adolescent because of less linguistic influences but children and asolescents seem to have the same capability to acquire a second language. -
Information Organization
Klein and Perdue
Informal organization is a functional approach which focuses on how SLA learners combine their words. It also describes the structures of interlanguage. This approach examines how the principals interact with one another. It figures out what principals influence the learner's work like cross linguistic influence, communicative needs, attitudes and motivation. The child is a creative learner and uses parts of the input to make his own language.