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Structuralism
This focuses more on the conscious state of people, and its elements in a person’s mind.
In 1879 Wilhelm Wundt began the 1st psych. laboratory in Leipzig, Germany.
Theory was rejected. Structuralism dealt with no-observable behavior, so when a subject mentioned conscious state, it was obvious that these claims were un-observable, leading observers to not believe any claims made by the subject. -
Behaviorism
Created by John B. Watson
All behavior is learned from the environment.
Focuses more with observable behavior instead of being focused on the cognitive or emotional reaction a person demonstrated in an event the person may have partaken in.
Was rejected. There was a shift from behaviorism to mentalism. Rather than focusing on behavior that is learnt from the environment, theorists focused on the small amount of rules that every language contained. -
Constructionism
Jean Piaget This learning approach offers the idea that children learn best in their environment with a hands-on approach, this is how the learner will acquire knowledge. -
Contrastive Analysis
Richard Lado
Influenced from structuralism and behaviorism. The motive behind this approach was to predict and explain learner problems based on a comparison of L1 AND L2 to determine similarities and differences.
Positive transfer- To transfer rules from the L1 onto the L2 (e.g. plural morphemes)
Negative transfers/interference- When a rule used in the L1 is inappropriately used in the L2.
Yes it was rejected, it was replaced by Error Analysis early by the 1970’s -
Universal Grammar
Noam Chomsky
Every language has a commonality, and this commonality is the universal grammar within them all.
Two main focuses were 1) a person needs to be accounted for their knowledge of language (rather the use of language) and 2) the logical problem of language leaning. -
Systemic Linguistics
M.A.K. Halliday
Language should be given as a meaning. Language has functional use.
There is now a meaningful function behind the usage of language.
This was a model used to analyze language. Language was viewed as a system of rules which govern; language structure, but Halliday argued there was a “meaning potential”. Such meaningful interactions used in language are nonverbal, L2 memorized routines, single L2 words, L2 phrases, complex L2 construction. -
Error Analysis
Stephen Pit Corder
Mostly focused on the reasons why errors occurred.
Replaced Contrastive Analysis. EA used errors language learners made to determine their stance on where they are with their learning. Steps used to analyze learner errors are, collection of a sample of the language learner, identification of errors, description of errors, explanation of errors, evaluation of errors, ambiguity in classification, lack of positive data, potential for avoidance and influence of L2 curricula. -
Mentalism
Founder was B.F. Skinner
This was an a more in depth focus on perception and consciousness.
Emphasized on the innate capacity of the language learner rather than on external influences. -
Morpheme Order Studies
Roger Brown (1973), Dulay and Burt (1974), Larsen- Freemen (1976), Hakuta (1976)
This study wanted to find if the same order of acquisition is found in L2 as in children’s L1 learning, then the acquisition process is the same for every language.
The question arose of whether there was a natural order in the grammatical development of L2 learners or not. -
Interlanguage
Larry Selinker introduced the term.
Intermediate stages of a learner’s language as it moves towards the target L2.
Influenced from linguistics and psychology. Thought to be a creative process, driven by interaction with the environment and influenced by the L1 and target language. -
Functional Typology
Eckmann
Study involves the classification of languages and their features into categories while describing similarities and differences between them and determining which occur more or less frequently.
A comparative study of a wide range of the world’s languages. -
Monitor Model
Stephen Krashen
This approach is a collection of 5 hypotheses on how the L2 is acquired.
The 5 hypothesis forming the model are acquisition-learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis, affective filter hypothesis -
Function-to-Form Mapping
Talmy Givón
Is the acquisition of both L1 and L2 through a process in which grammatical function (such as the expression of of past tense) is observed, an inference is formed based on the text and its tense, and later by a grammatical marker.
Givón proposed the distinction between a style of expressing meaning which relies heavily on context. -
Information Organization
Klein and Perdue
Focuses on the way in which learners put their words together.
Interlanguage learner varieties which is discovering what organizational principles guides learners' production at various stages of development, and analyzing how these principles interact with one another.
