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On Learning a Language

On Learning a Language. By Alice Omaggio Hadley. Behaviorist view of L2 learning. “The command of a language is not a matter of knowledge…[it] is a matter of practice… Language learning is overlearning: anything else is of no use” (Bloomfield 1942)

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On Learning a Language

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  1. On Learning a Language By Alice Omaggio Hadley

  2. Behaviorist view of L2 learning • “The command of a language is not a matter of knowledge…[it] is a matter of practice… Language learning is overlearning: anything else is of no use” (Bloomfield 1942) • Are there parts of this quote that are still evident in L2 methodology?

  3. Universal Grammar view of L2 acquisition • LAD • Universals • Fixed features of languages (e.g. possible sounds, word categories): • Constraints on possible rule systems (e.g. question formation):

  4. Criticism of UG view of L2 acquisition • Circular argument: we need the theory to explain language • No empirical evidence that UG operates in L2 learning • Adult learners experience significantly more difficulty acquiring L2, which may mean UG is not accessible • Motivation and attitude are factors for adults but not children

  5. Krashen’s view of L2 learning • Classroom practices • Classroom function is to provide comprehensible input in a low anxiety environment • Classroom is most useful to beginners • Input should not be grammatically sequenced • Error correction is of no use when the goal is acquisition • Students should never be required to produce speech until they are ready

  6. Criticism of Krashen’s view of L2 learning • Learning  acquisition can’t be tested • Monitor Theory extended to chess • Input Hypothesis is un-testable • Affective Filter Hypothesis is incapable of predicting linguistic development

  7. Cognitive theory view of L2 acquisition • Role of general cognitive processes in language acquisition, rather than specific LAD • Knowing rather than responding • Mental structure/organization into which new learning is integrated (connections) • Complex cognitive skill that must be practiced, automatized, integrated, organized (rules) and continuously restructured

  8. Cognitive theory: automatization • Automatic processing: Consistent input results in a learned response over time. Once learned the response is automatic and difficult to change. • Practice results in skill • Fossilization • Controlled processing: response is not yet automatic. Learners require full attention on the task of language production and time to formulate discourse. • Variability

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