By Alice Omaggio Hadley 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) Are there parts of this quote that are still evident in L2 methodology?

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):

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

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

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

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

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