2. 2. Explaining second language learning
The behaviorists perspective
The behaviorists believe that FLL consists of learners imitating what they hear and
develop habits in the FL by routine practice. In this view, the learners are thought to
relate what they know of their L1 to what they recognize in the L2. "Positive transfer"
is a result of similarities between the L1 and the L2, because habits used in the L1
easily transfer to the L2. On the other hand, "negative transfer is caused by differences
between the L1 and the L2, because errors result from using habits from the L1 in the
L2.
Problems with this view of FLL include the fact that imitation does not help the learner
in real-life situations. Learners are continually required to form sentences they have
never previously seen. A finite number of pre-practiced sentences is not enough to carry
on conversation, not even with an intructor. Another problem with this view is that
many of the errors made by FL learners are not based on the L1. Instead, the problems
most often encountered by learners resemble errors made by children during the period
of L1 acquisition.
3. CURRENT PSYCHOLOGICAL THEORIES
The cognitivist/developmental perspective.
In the cognitive view FL learners are thought to creatively use their skills of
cognition in order to figure out the L2 on their own. The learners notice a
pattern and construct their own rules accordingly, then go back and change the
rules if they are faulty. In this approach to L2 acquisition, the learners benefit
from their mistakes because they are playing an active role in the FLL process
and learning first-hand how the language works.
One problem with this view is that cognition is not the only factor that learners
use to make assumptions about a language. It has been viewed that some errors
learners make are based on rules of the L1; they are influenced by these rules as
opposed to coming to conclusions based on their cognitive abilities. Another
problem is that it is not always possible to deduce what the FL learner meant to
say, and therefore the error cannot be clearly determined.
4. CURRENT PSYCHOLOGICAL THEORIES
Information processing
Cognitive psychologists working in an information-processing model of
human learning and performance see second language acquisition as
the building up of knowledge that can eventually be called on
automatically for speaking and understanding.
Learners have to “PAY ATTENTION” at first to any aspect of the
language that they are trying to understand or produce. Pay Attention
means using cognitive resources to process information.
It suggests that there is a limit to the amout of focused mental activity
we can engage in at one time.
5. CURRENT PSYCHOLOGICAL THEORIES
The Critical Period Hypothesis
This hypothesis states that there is a period in a person's life in which he or she
must learn a language, or else language acquisition becomes impossible. The
basis for this hypothesis is that by puberty the brain is already fully developed
and afterwards language acquisition becomes extremely difficult.
According to this hypothesis, FLL should occur before
puberty for best results. If there is a critical period for
learning a L1 then the same would apply to acquiring a L2.
Studies have shown that before the brain is fully developed a
L2 can be learned more easily than afterwards. However,
many people have been able to master the syntax and
vocabulary of a FL after puberty. The only conclusive
evidence for the critical period hypothesis with regards to
FLL is phonology. Learners who have shown great ability to
acquire a L2 have not been able to overcome their foreign
accents.
6. CURRENT PSYCHOLOGICAL THEORIES
The sociocultural perspective
Vygotsky’s theory assumes that cognitive development, including language
development, arises as a result of social interactions, Primary among these
interactions are those between individuals.
Learning is thought to occur when an individual interacts with an interlocutor
within his or her zone of proximal development ZPD- that is, in a situation in
which the learner is capable of performing at a higher level because there is
support from an interlocutor
The ZPD is a metaphorical location or site in which learners co-construct
knowledge in collaboration with an interlocutor.
The emphasis is ZPD is on development and how learners co-construct
knowledge based on their interaction with their interlocutor or in private
speech.
