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  • 2. Learning Theories &Language Learning Theories

    In this lecture I present theories related to human learning and language acquisition. Behaviourism views learning as changed behavior resulting from conditioning and habit formation, where a correct response to a stimulus is reinforced, emphasizing the environment's role. In stark contrast, Mentalism, primarily advanced by Chomsky, asserts that children are not blank slates but are born with an innate capacity, referred to as the Language Acquisition Device (LAD) or Universal Grammar (UG), which allows them to unconsciously discover the underlying rules of language. Moving beyond observable behavior, Cognitivism examines how the human mind thinks and learns, seeing the learner as an active participant who selects and transforms information and uses mental strategies to organize new knowledge for recall. Finally, Constructivism suggests that learning is a process where the learner actively builds new ideas or concepts, which may be understood through cognitive development stages (Piaget) or through meanings co-constructed in social encounters (Vygotsky).

    Objectives of this Lecture

    At the end of the lecture, the students will be able to:
    ● Differentiate between the main scientific theories of learning and language acquisition—Behaviourism, Mentalism, Cognitivism, and Constructivism
    ● Explain the key conceptual mechanisms associated with each theory
    ● Analyze the role of the learner and the implications for instruction across these models.
    • Lecture 2 (A)
      Lecture 2 (A)
    • Lecture 2 (B)
      Lecture 2 (B)
    • Watch the Summary of Lecture 2
    • Quiz 2
      Quiz 2
    • Summary Mind Map

    • References

      • Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

      • Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.

      • Roberts, J. T. (1998). Humanistic approaches. Johnson. K. and Johnson H.(eds) Encyclopedic Dictionary of Applied Linguistics.

      • Schumann, J. H. (1986). Research on the Acculturation Model for Second Language Acquisition. Journal of Multilingual and Multicultural Development,7(5), 379-92.

      • Skinner, B. F. (1957). Verbal Behavior. New York: Appleton- Century- Crofts.

      • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in second language acquisition, 15, 165-179.