The development of theories of second language acquisition (original) (raw)
Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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RETHINKING SECOND LANGUAGE ACQUISITION THEORIES
Many theories on how language is acquired has been introduced since 19th century and still being introduced today by many great thinkers. Like any other theories which arose from variety of disciplines, language acquisition theories generally derived from linguistics and psychological thinking. This paper concluded that the most important implication of language acquisition theories is obviously the fact that applied linguists, methodologist and language teachers should view the acquisition of a language not only as a matter of nurture but also an instance of nature. In addition, only when we distinguish between a general theory of learning and language learning can we ameliorate the conditions L2 education. To do so, applied linguists must be aware of the nature of both L1 and L2 acquisition and must consider the distinction proposed in this study. Furthermore, no longer should mind and innateness be treated as dirty words. This will most probably lead to innovative proposals for syllabus development and the design of instructional systems, practices, techniques, procedures in the language classroom, and finally a sound theory of L2 teaching and learning.
Second Language Acquisition: Reconciling Theories
Journal of Applied Linguistics
This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories
System, 2010
When I received an invitation to review the second edition of The Study of Second Language Acquisition, I wondered how I could review a tome of over 1000 pages within 1500 words. However, on reading the book, I realized that its clear organization made it possible for me to highlight the outstanding features of this updated classic. Like many of the author's publications, this new edition is an exceptionally successful synthesis and survey of the developments of SLA research thanks to the reader-friendly penmanship and lucidity in exposition. The book is made of eight clearly divided parts with 17 chapters in all. Although it is a revised and expanded edition of what was already a substantial work, readers will find that it is, in fact, quite accessible.
2007
In the 1940s and 1950s, research in second language acquisition (SLA) emphasized the study of contrasts between languages. Errors made by second language learners were attributed to transfer from their first language (L1). The influence of the L1 was thought to play a role of paramount importance in the acquisition of a second language (L2) (Lado, 1957). But as more research was carried out, the idea of explaining language learners’ errors in terms of the differences between languages was challenged (Dulay and Burt, 1973, 1974). A new paradigm in SLA research was emerging. The attention of research moved from viewing errors as a product of L1 transfer to viewing learning a second language as a distinct process. This shift of approach has triggered claims with regard to how second languages are learnt and how they should be taught.
The purpose of this paper is to provide an overview of second language acquisition (SLA) research over the past several decades, and to highlight the ways in which it has retained its original applied and linguistic interests, and enhanced them by addressing questions about acquisition processes. As the paper will illustrate, SLA research has become increasingly bi-directional and multi-faceted in its applications. These many applications to and from the study of SLA reflect the robustness and vitality of the field.
The Study of Second Language Acquisition, second ed., Rod Ellis
System, 2010
When I received an invitation to review the second edition of The Study of Second Language Acquisition, I wondered how I could review a tome of over 1000 pages within 1500 words. However, on reading the book, I realized that its clear organization made it possible for me to highlight the outstanding features of this updated classic. Like many of the author's publications, this new edition is an exceptionally successful synthesis and survey of the developments of SLA research thanks to the reader-friendly penmanship and lucidity in exposition. The book is made of eight clearly divided parts with 17 chapters in all. Although it is a revised and expanded edition of what was already a substantial work, readers will find that it is, in fact, quite accessible.
Second Language Acquisition: A Theoretical Overview
Giulia Borelli, 2018
The aim of this paper is to give an overview of Second Language Acquisition from its beginning in the 1960s to the early 2000s. First, a historical excursus is provided. Next, a distinction is made between cognitive and linguistic fields of research and some relevant studies on language learning are analysed in detail.
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