On Learning a LanguageOn Learning a Language

ByBy

Alice Omaggio HadleyAlice Omaggio Hadley

Behaviorist view of L2 learningBehaviorist view of L2 learning

““The command of a language is not a The command of a language is not a matter of knowledge…[it] is a matter of matter of knowledge…[it] is a matter of practice… Language learning is practice… Language learning is overlearning: anything else is of no use” overlearning: anything else is of no use” (Bloomfield 1942)(Bloomfield 1942)

Are there parts of this quote that are still Are there parts of this quote that are still evident in L2 methodology?evident in L2 methodology?

Universal Grammar view of L2 Universal Grammar view of L2 acquisitionacquisition

LADLAD UniversalsUniversals

– Fixed features of languages (e.g. possible Fixed features of languages (e.g. possible sounds, word categories):sounds, word categories):

– Constraints on possible rule systems (e.g. Constraints on possible rule systems (e.g. question formation):question formation):

Criticism of UG view of L2 Criticism of UG view of L2 acquisitionacquisition

Circular argument: we need the theory to Circular argument: we need the theory to explain languageexplain language

No empirical evidence that UG operates in No empirical evidence that UG operates in L2 learningL2 learning– Adult learners experience significantly more Adult learners experience significantly more

difficulty acquiring L2, which may mean UG is difficulty acquiring L2, which may mean UG is not accessible not accessible

– Motivation and attitude are factors for adults Motivation and attitude are factors for adults but not childrenbut not children

Krashen’s view of L2 learningKrashen’s view of L2 learning

Classroom practicesClassroom practices– Classroom function is to provide Classroom function is to provide

comprehensible input in a low anxiety comprehensible input in a low anxiety environmentenvironment

– Classroom is most useful to beginnersClassroom is most useful to beginners– Input should Input should notnot be grammatically sequenced be grammatically sequenced– Error correction is of Error correction is of nono use when the goal is use when the goal is

acquisitionacquisition– Students should never be required to produce Students should never be required to produce

speech until they are readyspeech until they are ready

Criticism of Krashen’s view of Criticism of Krashen’s view of L2 learningL2 learning

Learning Learning acquisition can’t be tested acquisition can’t be tested Monitor Theory extended to chessMonitor Theory extended to chess Input Hypothesis is un-testableInput Hypothesis is un-testable Affective Filter Hypothesis is incapable of Affective Filter Hypothesis is incapable of

predicting linguistic developmentpredicting linguistic development

Cognitive theory view of L2 Cognitive theory view of L2 acquisitionacquisition

Role of general cognitive processes in language Role of general cognitive processes in language acquisition, rather than specific LADacquisition, rather than specific LAD

KnowingKnowing rather than rather than respondingresponding Mental structure/organization into which new Mental structure/organization into which new

learning is integrated (learning is integrated (connectionsconnections)) Complex cognitive Complex cognitive skillskill that must be practiced, that must be practiced,

automatized, integrated, organized (rules) and automatized, integrated, organized (rules) and continuously restructuredcontinuously restructured

Cognitive theory: Cognitive theory: automatizationautomatization

Automatic processing: Automatic processing: Consistent input results in Consistent input results in a learned response over time. Once learned the a learned response over time. Once learned the response is automatic and difficult to change.response is automatic and difficult to change.– Practice results in skillPractice results in skill– Fossilization Fossilization

Controlled processingControlled processing: response is not yet : response is not yet automatic. Learners require full attention on the automatic. Learners require full attention on the task of language production and time to formulate task of language production and time to formulate discourse.discourse.– Variability Variability