3. Prepared By :
Malik Tariq Hassan
A Student of English Language & Literature
MD - Elite Services Academy, Multan.
4. Theories of Language Learning
Behaviourism
Learning takes place only if a change
in behaviour is evident
Overt Behaviour can be observed
and measured (Good & Brophy,
1990)
Pavlov’s (1897)“Ring a Bell”
experiment with Dogs, Watson’s
(1920) experiment with a 9 month old
child reactions with neutral stimuli
like white rat, rabbit, monkey.
Stimulus-Response theory or
“Classical Conditioning”.
Classical Conditioning-1897
5. Theories of Language Learning
Behaviourism
Skinner (1904-1990) worked on “Operant
Conditioning” result of “Repeated Training”.
Operant-(Voluntary)not forced by any
outside person or thing
Learner demonstrates the new behaviour
first, as a response to a system of reward and
punishment, and finally, as an automatic
response
Language Learning-also Stimulus-Response-
Reinforcement-Repetition Process
Language learnt by imitation and association
Operant Conditioning-1938
6. Theories of Language Learning
Mentalism
Language is innate, in born process- involves
universal human capacity instead of vocal
responses or habit formation (N Chomsky,
1966:412)
Language learning is a mental process
involving evaluation of hypothesis instead of
reinforcement of responses.
Children learn language by application,
applying Data extracted from specific rules
instead of Habit formation, so a biological
process
Language learning is analytical, generative &
creative process-requiring “Productivity-
instead of generalization
Chomsky- 1966 onwards
7. Theories of Language Learning
Mentalism
Human knowledge is embodied as LAD
(Language Acquisition Device) at birth &
develops via structures, processes & ideas; all
concerned with mental development. Whole
Process of learning is inviolable (Wilkins
1972)
Features of LAD; power to differentiate
speech sounds, capacity to organize
linguistic events into various classes,
Knowledge of admissible linguistic systems
& rejecting the impossible & inadmissible
ones, ability of selecting proper Data, its
constant evaluation to advance linguistic
system
LAD Theory
8. Monitor Model- 5 Hypothesis
Monitor Model
5 Hypothesis
The Acquisition–Learning Hypothesis claims that there is a
strict separation between acquisition and learning; Krashen
saw acquisition as a purely subconscious process and
learning as a conscious process, and claimed that
improvement in language ability was only dependent upon
acquisition and never on learning.
The Input Hypothesis. Humans acquire language by
understanding messages, by receiving “Comprehensible
Input”-(a) utterances that a learner understands based on
the context, situation, extra linguistic information &
knowledge of the world. (b) Progress in their knowledge
depends on the input that is slightly more advanced than
their current level. Krashen called this level of input "i+1",
where "i" is the learner's current level and “i+1" is the next
stage of language acquisition.(c) Ability to speak fluently
cannot be taught, it emerges independently in time.
Krashen-Monitor Model-
1970s-1980s
9. Monitor Model- 5 Hypothesis
Monitor Model
5 Hypothesis
The Monitor Hypothesis states that consciously learned
language can only be used to monitor language output; it
can never be the source of spontaneous speech. (eg.
Grammar rules)
The Natural Order Hypothesis states that we acquire
language in a predictable order, some rules tend to come
early and others late. And that this order does not change
between learners, and is not affected by explicit instruction.
The affective filter hypothesis. This refers to attitudinal
factors. Learners' emotional state or attitude helps or
constrains language acquisition; acts as an adjustable filter
that freely passes or blocks input necessary for acquisition.
He identifies 3 kinds of affective variables related to second
language acquisition. (a) Motivation (b) Self-Confidence (c)
Anxiety. If the learners are experiencing negative emotions
such as fear or embarrassment at such times the affective
filter is said to be "up“ and the learning is least.
Input Model of L2 learning
13. Methods & Approaches
The Direct Method-(1890) Advantages
Direct method is a method of teaching a foreign language,
especially a modern language through conversation, discussion and
reading, in the language itself, without the use of pupil's language,
without translation.
(a) Direct relation between thought and words - Using this
method, a learner things and speaks using the same medium.
(b) Oral ( Speaking ) Practice - This method emphasizes on oral
practice for everyone.
(c) Functional Grammar - This method doesn't put emphasis on
theoretical grammar. The main stress is on functional grammar.
(d) No use of Mother Tongue - There is the complete prohibition
on the use of mother tongue. Therefore, learners' main focus is on
learning the Foreign language.
(e) Limited Vocabulary - This method advocates the use of limited
vocabulary, daily-use words. The words must be from requirement
or needs of the learners.
(f) Sentence as the unit of speech - Here, the unit of speech is a
sentence. There is the emphasis on speaking the complete
sentences.
14. Methods & Approaches
The Direct Method-Disadvantages
(a) Owing to over-emphasis on oral practice, the other skills namely
reading and writing are ignored to a great extent.
(b) Average and below average students, especially from rural
background, find difficulty to grasp the things taught via this
method.
(c) This is an expensive method as the teacher is to use some aids
for teaching. can stifle teacher’s creativity
(d) For this method, competent teachers must be there. But there is
the dearth of good English teachers in the country. Incompetent
teachers can't use this method successfully. can stifle teacher’s
creativity
(e) In the early stage of learning, this method is completely
unsuccessful.
(f) The background at home must also be foreign language friendly
for this method. The students whose parents can speak English well
get more benefit from this method.
(g) Despite its shortcomings, this method is good. But the teacher
must be able to modify it for the benefit of the whole class.
(h) May not be suitable for higher –Order Thinking skills
17. Approaches & Methods
The Audio-Lingual Method (1950s-1960s)
Advantages
This method is teacher-dominated. Teacher's role is
very important.
Main focus is on Listening and Speaking skills.
The method can be used for a larger group of
learners.
This method demands pattern practice, drilling and
memorization.
Disadvantages
No heed on communicative competence.
Main focus is on language form, not on meaning.
The learner assumes a passive role during the
learning process.
There is no equal focus on all the four skills.
