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| theories of language acquisition: The basic theories of language acquisition Lena Linden, 2008-02-12 Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne (Englisches Seminar), course: HS First Language Acquisition, language: English, abstract: Most of the concepts and theories explaining how native languages are acquired go back to three different approaches put forward by Burrhus Federic Skinner, Noam Chomsky and Jean Piaget, either by using their ideas as a starting point or by rejecting them and formulating a new or altered Hypothesis. This paper will try to present those three basic theories, also taking into account the contexts out of which they emerged, as to fully understand linguistic, like any other scientific, views and theories, they have always to be evaluated with respect to the scientific and cultural background they appeared in. First it will try to show how Skinners concept of ‘verbal behavior’ with respect to language acquisition emerged in the development of behaviouristic theories. This will be followed by Chomsky’s criticism of Skinner’s ideas, leading to his own theory of language and language acquisition, which will be presented. Jean Piaget offers a cognitive approach to the question. His view will be described before comparing nativist and cognitivist ideas, concerning the points whether or not innate structures exist and in how far linguistic and cognitive development are interrelated, taking the opposed views of Piaget and Chomsky, the forerunners of many other important linguists, as an example. |
| theories of language acquisition: Theories in Second Language Acquisition Bill VanPatten, Gregory D. Keating, Stefanie Wulff, 2020-02-24 This third edition of the best-selling Theories in Second Language Acquisition surveys the major theories currently used in second language acquisition (SLA) research, serving as an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Designed to provide a consistent and coherent presentation for those seeking a basic understanding of the theories that underlie contemporary SLA research, each chapter focuses on a single theory. Chapters are written by leading scholars in the field and incorporate a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. New to this edition is a chapter addressing the relationship between theories and L2 teaching, as well as refreshed coverage of all theories throughout the book. A key work in the study of second language acquisition, this volume will be useful to students of linguistics, language and language teaching, and to researchers as a guide to theoretical work outside their respective domains. |
| theories of language acquisition: Theories in Second Language Acquisition Bill VanPatten, Jessica Williams, 2014-12-22 The second edition of Theories in Second Language Acquisition seeks to build on the strengths of the first edition by surveying the major theories currently used in second language acquisition research. This volume is an ideal introductory text for undergraduate and graduate students in SLA and language teaching. Each chapter focuses on a single theory, written by a leading scholar in the field in an easy-to-follow style – a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. This text is designed to provide a consistent and coherent presentation for those new to the field who seek basic understanding of theories that underlie contemporary SLA research. Researchers will also find the book useful as a quick guide to theoretical work outside their respective domains. |
| theories of language acquisition: Language Acquisition Susan Foster-Cohen, 2009-07-16 This book provides a snapshot of the field of language acquisition at the beginning of the 21st Century. It represents the multiplicity of approaches that characterize the field and provides a review of current topics and debates, as well as addressing some of the connections between sub-fields and possible future directions for research. |
| theories of language acquisition: Constructing a Language Michael TOMASELLO, 2009-06-30 In this groundbreaking book, Tomasello presents a comprehensive usage-based theory of language acquisition. Drawing together a vast body of empirical research in cognitive science, linguistics, and developmental psychology, Tomasello demonstrates that we don't need a self-contained language instinct to explain how children learn language. Their linguistic ability is interwoven with other cognitive abilities. |
| theories of language acquisition: Verbal Behavior Burrhus Frederic Skinner, 1957 |
| theories of language acquisition: Second Language Learning Theories Rosamond Mitchell, Florence Myles, Emma Marsden, 2013-08-21 Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever. |
| theories of language acquisition: Crosscurrents in Second Language Acquisition and Linguistic Theories Thom Huebner, Charles A. Ferguson, 1991-01-01 The term crosscurrent is defined as a current flowing counter to another. This volume represents crosscurrents in second language acquisition and linguistic theory in several respects. First, although the main currents running between linguistics and second language acquisition have traditionally flowed from theory to application, equally important contributions can be made in the other direction as well. Second, although there is a strong tendency in the field of linguistics to see theorists working within formal models of syntax, SLA research can contribute to linguistic theory more broadly defined to include various functional as well as formal models of syntax, theories of phonology, variationist theories of sociolinguists, etc. These assumptions formed the basis for a conference held at Stanford University during the Linguistic Institute there in the summer of 1987. The conference was organized to update the relation between second language acquisition and linguistic theory. This book contains a selection of (mostly revised and updated) papers of this conference and two newly written papers. |
| theories of language acquisition: The Cambridge Handbook of Second Language Acquisition Julia Herschensohn, Martha Young-Scholten, 2018-09-06 What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction. |
| theories of language acquisition: Other Children, Other Languages Yonata Levy, 2013-05-13 This volume investigates the implications of the study of populations other than educated, middle-class, normal children and languages other than English on a universal theory of language acquisition. Because the authors represent different theoretical orientations, their contributions permit the reader to appreciate the full spectrum of language acquisition research. Emphasis is placed on the principle ways in which data from pathology and from a variety of languages may affect universal statements. The contributors confront some of the major theoretical issues in acquisition. |
| theories of language acquisition: Current Perspectives on Child Language Acquisition Caroline F. Rowland, Anna L. Theakston, Ben Ambridge, Katherine E. Twomey, 2020-09-15 In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated. |
| theories of language acquisition: Theoretical Issues in Language Acquisition Juergen Weissenborn, Helen Goodluck, Thomas Roeper, 2013-02-01 In recent linguistic theory, there has been an explosion of detailed studies of language variation. This volume applies such recent analyses to the study of child language, developing new approaches to change and variation in child grammars and revealing both early knowledge in several areas of grammar and a period of extended development in others. Topics dealt with include question formation, subjectless sentences, object gaps, rules for missing subject interpretation, passive sentences, rules for pronoun interpretation and argument structure. Leading developmental linguists and psycholinguists show how linguistic theory can help define and inform a theory of the dynamics of language development and its biological basis, meeting the growing need for such studies in programs in linguistics, psychology, and cognitive science. |
| theories of language acquisition: Second Language Acquisition Theory and Pedagogy Fred R. Eckman, Jean Mileham, Rita Rutkowski Weber, Diane Highland, Peter W. Lee, 2013-10-08 A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA. Grouped into five sections, the papers in this volume: * consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting; * consider input in terms of factors which are internal to the learner; * examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught; * deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and * discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent. |
| theories of language acquisition: Linguistic Theory in Second Language Acquisition S. Flynn, W. O'Neil, 2012-12-06 Suzanne Flynn and Wayne O'Neil Massachusetts Institute of Technology I. INTRODUCTION The theory of Universal Grammar (UG) as explicated e. g. in Chomsky, 1986, has led to explosive developments in the study of natural language as well as to significant advances in the study of first language (L I) acquisition. Most recently. the theory of UG has led to important theore tical and empirical advances in the field of adult second language (L2) acquisition as well. The principle impetus for this development can be traced to the work in linguistics which shifted the study from behavior or the products of behavior to states of the mind/brain that enter into behavior (Chomksy. 1986:3). Grammars within this framework are conceived of as theoretical accounts of the state of the mind/brain of the person who knows a particular language (Chomsky. 1986:3). Research within fields of language acquisition seeks to isolate and specify the properties of the underlying competence necessary for language learning. Full development of a theory of UG demands study and understanding of the nature of both the formal properties of language and of the language acquisition process itself. However. while there is a tradition of debate and dialogue established between theoretical linguistics and Ll acquisition research. relatively few connections have been made between linguistic theory and L2 acquisition research. |
| theories of language acquisition: Child Language Acquisition Ben Ambridge, Elena V. M. Lieven, 2011-03-17 Is children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in language acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike. |
| theories of language acquisition: Linguistic Theory in Second Language Acquisition S. Flynn, W. O'Neil, 1988-09-30 Suzanne Flynn and Wayne O'Neil Massachusetts Institute of Technology I. INTRODUCTION The theory of Universal Grammar (UG) as explicated e. g. in Chomsky, 1986, has led to explosive developments in the study of natural language as well as to significant advances in the study of first language (L I) acquisition. Most recently. the theory of UG has led to important theore tical and empirical advances in the field of adult second language (L2) acquisition as well. The principle impetus for this development can be traced to the work in linguistics which shifted the study from behavior or the products of behavior to states of the mind/brain that enter into behavior (Chomksy. 1986:3). Grammars within this framework are conceived of as theoretical accounts of the state of the mind/brain of the person who knows a particular language (Chomsky. 1986:3). Research within fields of language acquisition seeks to isolate and specify the properties of the underlying competence necessary for language learning. Full development of a theory of UG demands study and understanding of the nature of both the formal properties of language and of the language acquisition process itself. However. while there is a tradition of debate and dialogue established between theoretical linguistics and Ll acquisition research. relatively few connections have been made between linguistic theory and L2 acquisition research. |
| theories of language acquisition: The Natural Approach Stephen D. Krashen, Tracy D. Terrell, 1990-04-01 |
| theories of language acquisition: Language Acquisition and Syntactic Theory A.E. Pierce, 2012-12-06 The theory of language acquisition is a young but increasingly active field. Language Acquisition and Syntactic Theory presents one of the first detailed studies of comparative syntax acquisition. It is informed by the view that linguists and acquisitionists are essentially working on the same problem, that of explaining grammar learnability. The author takes cross-linguistic data from child language as evidence for recent proposals in syntactic theory. Developments in the structure of children's sentences during the first few years of life are traced to changes in the setting of specific grammatical parameters. Some surprising differences between the early child grammars of French and English are uncovered, differences that can only be explained on the basis of subtle distinctions in inflectional structure. This motivates the author's claim that functional or nonthematic categories are represented in the grammars of very young children. The book also explores the relationship between acquisition and diachronic change in French and English. It is argued that findings in acquisition, when viewed from a parameter setting perspective, provide answers to important questions arising in the study of language change. The book promises to be of interest to all those involved in the formal, psychological or historical study of linguistic knowledge. |
| theories of language acquisition: Contemporary Approaches to Second Language Acquisition María del Pilar García Mayo, María Junkal Gutierrez Mangado, María Martínez Adrián, 2013-02-19 Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it. |
| theories of language acquisition: Educational Research and Innovation Languages in a Global World Learning for Better Cultural Understanding OECD, 2012-04-24 This book examines the links between globalisation and the way we teach and learn languages. |
| theories of language acquisition: Language Acquisition and Development Misha Becker, Kamil Ud Deen, 2020-03-10 An introduction to the study of children's language development that provides a uniquely accessible perspective on generative/universal grammar–based approaches. How children acquire language so quickly, easily, and uniformly is one of the great mysteries of the human experience. The theory of Universal Grammar suggests that one reason for the relative ease of early language acquisition is that children are born with a predisposition to create a grammar. This textbook offers an introduction to the study of children's acquisition and development of language from a generative/universal grammar–based theoretical perspective, providing comprehensive coverage of children's acquisition while presenting core concepts crucial to understanding generative linguistics more broadly. After laying the theoretical groundwork, including consideration of alternative frameworks, the book explores the development of the sound system of language—children's perception and production of speech sound; examines how words are learned (lexical semantics) and how words are formed (morphology); investigates sentence structure (syntax), including argument structure, functional structure, and tense; considers such “nontypical” circumstances as acquiring a first language past infancy and early childhood, without the abilities to hear or see, and with certain cognitive disorders; and studies bilingual language acquisition, both simultaneously and in sequence. Each chapter offers a summary section, suggestions for further reading, and exercises designed to test students' understanding of the material and provide opportunities to practice analyzing children's language. Appendixes provide charts of the International Phonetic Alphabet (with links to websites that allow students to listen to the sounds associated with these symbols) and a summary of selected experimental methodologies. |
| theories of language acquisition: Complexity Theory and Language Development Lourdes Ortega, ZhaoHong Han, 2017-11-15 This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to methodological analyses, pedagogical proposals, and conceptual frameworks for future research. In a balanced and in-depth manner, the authors provide a comprehensive and interdisciplinary understanding of second language development, with a wealth of insights that promise to break the status-quo of current research and take it to exciting new territory. The book will appeal to both seasoned and novice researchers in applied linguistics, second language acquisition, bilingualism, cognitive psychology, and education, as well as to practitioners in second or foreign language teaching of any language. |
| theories of language acquisition: Exploring Linguistic Science Allison Burkette, William A. Kretzschmar Jr., 2018-03-15 Introduces students to the scientific study of language, using the basic principles of complexity theory. |
| theories of language acquisition: Mind and Context in Adult Second Language Acquisition Cristina Sanz, 2005-11-02 How do people learn nonnative languages? Is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, Mind and Context in Adult Second Language Acquisition first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology. |
| theories of language acquisition: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
| theories of language acquisition: The Way of the Linguist Steve Kaufmann, 2005-11 The Way of The Linguist, A language learning odyssey. It is now a cliché that the world is a smaller place. We think nothing of jumping on a plane to travel to another country or continent. The most exotic locations are now destinations for mass tourism. Small business people are dealing across frontiers and language barriers like never before. The Internet brings different languages and cultures to our finger-tips. English, the hybrid language of an island at the western extremity of Europe seems to have an unrivalled position as an international medium of communication. But historically periods of cultural and economic domination have never lasted forever. Do we not lose something by relying on the wide spread use of English rather than discovering other languages and cultures? As citizens of this shrunken world, would we not be better off if we were able to speak a few languages other than our own? The answer is obviously yes. Certainly Steve Kaufmann thinks so, and in his busy life as a diplomat and businessman he managed to learn to speak nine languages fluently and observe first hand some of the dominant cultures of Europe and Asia. Why do not more people do the same? In his book The Way of The Linguist, A language learning odyssey, Steve offers some answers. Steve feels anyone can learn a language if they want to. He points out some of the obstacles that hold people back. Drawing on his adventures in Europe and Asia, as a student and businessman, he describes the rewards that come from knowing languages. He relates his evolution as a language learner, abroad and back in his native Canada and explains the kind of attitude that will enable others to achieve second language fluency. Many people have taken on the challenge of language learning but have been frustrated by their lack of success. This book offers detailed advice on the kind of study practices that will achieve language breakthroughs. Steve has developed a language learning system available online at: www.thelinguist.com. |
| theories of language acquisition: How Languages are Learned Patsy Lightbown, Nina Spada, 2006-04-27 'How Languages Are Learned' provides a readable introduction to the main theories of first and second language acquisition, relating them to approaches to classroom methodology and practice. |
| theories of language acquisition: Third language acquisition Camilla Bardel, Laura Sánchez, This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016. |
| theories of language acquisition: Language Learning Environments Phil Benson, 2021-06-04 This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author introduces the work of key thinkers on the theory of space and place and the relevance of their ideas to second language acquisition (SLA). He also outlines a new conceptual framework and set of terms for researching SLA that centre on the idea of 'language learning environments'. The book considers the spatial contexts in which language learning takes place and investigates how these spatial contexts are transformed into individualised language learning environments, as learners engage with a range of human and nonhuman, and physical and nonphysical, resources in their daily lives. Revisiting linguistics and language learning theory from a spatial perspective, the book demonstrates that the question of where people learn languages is equally as important as that of how they do so. This work is essential reading for any researcher wishing to research the role of the environment as an active player in SLA. |
| theories of language acquisition: Grammatical Theory and Language Acquisition Lydia White, 1982 |
| theories of language acquisition: Theory Construction in Second Language Acquisition Geoff Jordan, 2004-02-04 Recently, many SLA researchers have adopted a postmodernist approach which challenges the assumption that SLA research is a rationalist, scientific endeavour. The resulting epistemological arguments, plus problems of theory proliferation, contradicting theories, and theory domain, hinder progress towards a unified theory of SLA. Theory Construction in SLA addresses these problems by returning to first principles; it asks whether there is such a thing as reliable knowledge, what is special about scientific method, and how we can best explain SLA. It is the first book to use the philosophy of science in order to examine the epistemological underpinnings of SLA research and evaluate rival theories of SLA. Part One explores the central issues in the philosophy of science, defends rationality against relativists, and offers Guidelines for theory assessment. Part Two examines different theories of SLA and evaluates them in terms of how well they stand up to the Guidelines. |
| theories of language acquisition: The Cambridge Handbook of Learner Corpus Research Sylviane Granger, Gaëtanelle Gilquin, Fanny Meunier, 2015-10-01 The origins of learner corpus research go back to the late 1980s when large electronic collections of written or spoken data started to be collected from foreign/second language learners, with a view to advancing our understanding of the mechanisms of second language acquisition and developing tailor-made pedagogical tools. Engaging with the interdisciplinary nature of this fast-growing field, The Cambridge Handbook of Learner Corpus Research explores the diverse and extensive applications of learner corpora, with 27 chapters written by internationally renowned experts. This comprehensive work is a vital resource for students, teachers and researchers, offering fresh perspectives and a unique overview of the field. With representative studies in each chapter which provide an essential guide on how to conduct learner corpus research in a wide range of areas, this work is a cutting-edge account of learner corpus collection, annotation, methodology, theory, analysis and applications. |
| theories of language acquisition: Second Language Learning Theories Rosamond Mitchell, Florence Myles, Emma Marsden, 2013-08-21 Second Language Learning Theories is a clear and concise overview of the field of second language acquisition (SLA) theories. Written by a team of leading academics working in different SLA specialisms, this book provides expert analysis of the main theories from multiple perspectives to offer a broad and balanced introduction to the topic. The book covers all the main theoretical perspectives currently active in the SLA field and sets them in a broader perspective per chapter, e.g. linguistic, cognitive or sociolinguistic. Each chapter examines how various theories view language, the learner, and the acquisition process. Summaries of key studies and examples of data relating to a variety of languages illustrate the different theoretical perspectives. Each chapter concludes with an evaluative summary of the theories discussed. This third edition has been thoroughly updated to reflect the very latest research in the field of SLA. Key features include: a fully re-worked chapter on cognitive models of language and language learning a new chapter on information processing, including the roles of different types of memory and knowledge in language learning the addition of a glossary of key linguistic terms to help the non-specialist a new timeline of second language learning theory development This third edition takes account of the significant developments that have taken place in the field in recent years. Highly active domains in which theoretical and methodological advances have been made are treated in more depth to ensure that this new edition of Second Language Learning Theories remains as fresh and relevant as ever. |
| theories of language acquisition: Language Acquisition and Learnability Stefano Bertolo, 2001-05-14 An accessible introduction to learnability theory and its interactions with linguistic theories. |
| theories of language acquisition: Alternative Approaches to Second Language Acquisition Dwight Atkinson, 2011-03-01 This volume presents six alternative approaches to studying second language acquisition – 'alternative' in the sense that they contrast with and/or complement the cognitivism pervading the field. All six approaches – sociocultural, complexity theory, conversation-analytic, identity, language socialization, and sociocognitive – are described according to the same set of six headings, allowing for direct comparison across approaches. Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; Bonny Norton and Carolyn McKinney for the identity approach; Patricia Duff and Steven Talmy for the language socialization approach and Dwight Atkinson for the sociocognitive approach. Introductory and commentary chapters round out this volume. The editor’s introduction describes the significance of alternative approaches to SLA studies given its strongly cognitivist orientation. Lourdes Ortega’s commentary considers the six approaches from an 'enlightened traditional' perspective on SLA studies – a viewpoint which is cognitivist in orientation but broad enough to give serious and balanced consideration to alternative approaches. This volume is essential reading in the field of second language acquisition. |
| theories of language acquisition: Breaking the Language Barrier George Hollich, Kathy Hirsh-Pasek, Roberta Golinkoff, 2000-10-26 How do children learn their first words? The field of language development has been polarized by responses to this question. Explanations range from accounts that emphasize the importance of cognitive heuristics in language acquisition, to those that highlight the role of dumb attentional mechanisms in word learning. This monograph offers an alternative to these accounts. A hybrid view of word-learning, called the emergentist coalition theory, combines cognitive constraints, social-pragmatic factors, and global attentional mechanisms to arrive at a balanced account of how children construct principles of word learning. In twelve experiments, with children ranging from 12 to 25 months of age, data are described that support the emergentist coalition theory. |
| theories of language acquisition: Frequency Effects in Language Learning and Processing Stefan Th. Gries, Dagmar Divjak, 2012-08-31 The volume contains a collection of studies on how the analysis of corpus and psycholinguistic data reveal how linguistic knowledge is affected by the frequency of linguistic elements/stimuli. The studies explore a wide range of phenomena , from phonological reduction processes and palatalization to morphological productivity, diachronic change, adjective preposition constructions, auxiliary omission, and multi-word units. The languages studied are Spanish and artificial languages, Russian, Dutch, and English. The sister volume focuses on language representation. |
| theories of language acquisition: Sociocultural Theory Second Language Learning James P. Lantolf, 2013-05-20 This book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language. |
| theories of language acquisition: A Dictionary of Language Acquisition:A Comprehensive Overview of Key Terms in First and Second Language Acquisition Hossein Tavakoli, 2013-01-01 A Dictionary of Research Methodology and Statistics in Applied Linguistics is a comprehensive and authoritative reference guide that offers a detailed overview of important terms and concepts in the fields of research and statistics within the domain of applied linguistics. This volume focuses specifically on research in applied linguistics, aiming to clarify the meaning and application of various concepts, approaches, methods, designs, techniques, tools, types, and processes of research in a clear and efficient manner. It also includes entries that address statistical aspects, providing assistance to researchers in formulating, analyzing, and executing their research designs effectively, ensuring a logical progression from start to finish. With approximately 2000 entries covering essential research concepts and issues, this book incorporates cross-references where necessary to enhance understanding and facilitate navigation. It caters to a wide audience, including undergraduate and graduate students, teachers, lecturers, practitioners, researchers, consultants, and individuals seeking information in the field of applied linguistics and related disciplines. |
| theories of language acquisition: First Language Acquisition Eve V. Clark, 2009-01-22 In this volume, Eve V. Clark takes a comprehensive look at where and when children acquire a first language. All the major findings and debates are presented in a highly readable form. |
In Theory: A Brief Overview of Language Development Theories
There are four main theories that explain speech and language development: nativistic, behavioral, semantic-cognitive, and social-pragmatic.. This article will provide you with a brief …
The Study of Language and Language Acquisition - University of …
First, language acquisition is the process in which the learner forms an internalized knowledge (in his mind), an I-language Language Acquisition I am indebted to Noam Chomsky for many …
First Language Acquisition Theories and Transition to SLA
The end point of L1 acquisition theories leads to interlanguage theories which eventually lead to second language acquisition (SLA) research studies. In this paper, I will show that there have …
THEORIES IN SECOND LANGUAGE ACQUISITION
This third edition of the best-selling Theories in Second Language Acquisition surveys the major theories currently used in second language acquisition (SLA) research, serving as an ideal …
Second Language Acquisition Theories: Overview and Evaluation
This paper presents some of the most influential theories of second language acquisition. The first part of the paper outlines some general distinctions and categorizations concerning the...
Theories of Language Acquisition&tnqh_x2606;
Because transcribing and analyzing child talk is so labor-intensive, each individual language acquisition study typically focuses on a small number of children, often interacting with their …
The Cambridge Handbook of Second Language Acquisition
What is language, and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external …
Analyzing Theories of Second Language Acquisition - ESOL in …
text and explain how knowledge of language acquisition and development facilitates teaching and learning of ELs. Explain the role of (a) sociocultural (e.g., context, beliefs, language, family, …
Cognitive and Behavioral Approaches to Language Acquisition: …
The past 20 years have seen research on language acquisition in the cognitive sciences grow immensely. The current paper offers a fairly extensive review of this literature, arguing that …
Child Language Acquisition - Cambridge University Press
This book summarizes the major theoretical debates in all of the core domains of child language acquisi-tion research (phonology, word learning, inflectional morphology, syntax and binding) …
Theories of language acquisition - Springer
Theories of Language Acquisition Harold J. Vetter 1 and Richard W. Howell 2 Received March 8, 1970 Prior to the advent of generative grammar, theoretical approaches to language develop- …
Four Models of Language Learning and Acquisition and Their ...
This article aims to summarize four major models of language learning and acquisition that have been proposed as theoretical frameworks for classroom instruction and textbook design, and …
CHAPTER 1 INTRODUCTION TO LANGUAGE ACQUISITION
INTRODUCTION TO LANGUAGE ACQUISITION 1. THE INNATENESS HYPOTHESIS In the generative tradition, the study of language acquisition is of great importance for linguistic …
CONNECTING THEORY AND PRACTICE: - Scholars at Harvard
language acquisition. 0. Introduction As theories and models for second language acquisition are still growing, the ongoing debate about how languages are acquired continues. However, …
Language Acquisition - Stanford University
A famous hypothesis, outlined by Benjamin Whorf (1956), asserts that the categories and relations that we use to understand the world come from our particular language, so that speakers of …
JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES …
Language acquisition has always attracted attention from various disciplines, including philosophy, psychology, and neuroscience. The links between mind and thought have been …
LANGUAGE ACQUISITION AND LANGUAGE LEARNING - ed
The theoretical findings of the research allow putting forth the following hypothesis: the synergy between language acquisition and language learning is efficient if language learners gradually …
Theprocess of language acquisition - Cambridge University Press ...
Thus we have three basic kinds of language acquisition: first language acquisition (FLi\), second language acquisition (SLA), re-acquisition (RA).4 This is a first distinction which helps us to …
Theories of second language acquisition: three sides, three …
theorizing about second language acquisition must be based on a rationalist epistemology. He provides a set of 'Guidelines' for theory construction, including six assumptions foundational to …
Theories of Language Acquisition: Differences & Examples
The four theories of language acquisition are BF Skinner’s behavioural theory, Piaget’s cognitive development theory, Chomsky’s nativist theory, and Bruner’s interactionist theory. How do language acquisition theories explain the characteristics of language?
Language Acquisition Theory - Simply Psychology
7 Sep 2023 · Chomsky’s theory of language acquisition, known as Universal Grammar, posits that language is an innate capacity of humans. According to Chomsky, children are born with a language acquisition device (LAD), a biological ability that enables them to acquire language rules and structures effortlessly.
THEORIES OF LANGUAGE ACQUISITION - Montsaye Academy
Over the last fifty years, several theories have been put forward to explain the process by which children learn to understand and speak a language. They can be summarised as follows: Children imitate adults. Their correct utterances are reinforced when they …
What is Language Acquisition Theory? 3 Top Theories of How ... - CogniFit
28 Sep 2018 · What is language acquisition theory, what are the stages of learning a language, and what neurocognitive research is available on language acquisition theory? How does language work in the brain ? How do our brains develop a second language or sign language?
A review of theoretical perspectives on language learning and ...
1 Jan 2018 · This paper reviews three main theoretical perspectives on language learning and acquisition in an attempt to elucidate how people acquire their first language (L1) and learn their second language (L2).
Psycholinguistics/Theories and Models of Language Acquisition
16 Nov 2023 · Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. It involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary.
In Theory: A Brief Overview of Language Development Theories
There are four main theories that explain speech and language development: nativistic, behavioral, semantic-cognitive, and social-pragmatic.. This article will provide you with a brief overview of their theories and perspectives.
Theories of Language Acquisition&tnqh_x2606;
Consistent with the psychological theories of that era, prior to the late 1950s language was considered just another behavior that can be acquired by the general laws of behavior, such as associative learning, reinforcement, and imitation.
Theories of Language Acquisition - Biological Linguistic …
Below is a detailed outline of the six major theories we will delve into: The Biological Theory proposes that humans are biologically predisposed to acquire language. One of the key figures in this theory is Noam Chomsky, who introduced the concept of …
8 leading theories in second language acquisition - Sanako
4 Jun 2024 · This blog post delves into eight of the most prominent second language acquisition theories, provides a concise overview of their fundamental tenets and outlines how language educators could use the theories in their own language classrooms.
