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Schools of Thought in
Second Language Learning
(1940’s - 2000’s)
Source: Brown, D. Principles of Language
Learning and Teaching. (p.p.9-15)
Trends in Linguistics and
Psychology
 Psychology
 1940’s-1950’s:
 Behaviorism/
Neobehaviorism
-1960’s:
Cognitive Psychology
 Linguistics
 1940’s-1950’s:
 Structural Linguistics
-1960’s:
Transformational-
Generative School
1940’s-1950’s
 Behaviorism
-It focused only on
publicly observable
behaviors
 Structural Linguistics
-Only observable
linguistic behaviors
can be studied.
Language could be
dismantled into small
pieces or units,
described
scientifically,
contrasted, then
added up again to
form the whole.
Cont’d
Behaviorism
 -Notions such as
intuition, memory,
thinking, or any
mental processes
were ignored.
Structural Linguistics
-Notions such as
meaning or
thought were
completely
ignored.
Cont’d
Behaviorism
-Learning a behavior:
through conditioning
‘organisms’ to
respond in desired
ways to stimuli --}
Practice/ drilling is
important.
Structural Ling.
-Learning language:
conditioning learners to
make the right
connection between
stimuli and the
desired responses --}
Drilling in the language
classroom was a
dominant method.
Cont’d
Behaviorism
-Reinforcement
(Positive or
negative) plays an
important role in
learning.
Structural Ling.
-Positive/ negative
reinforcement play
a significant role in
language learning.
The 1960’s - 1980’s
 Cognitive Psychology
-Meaning,
understanding, and
knowing are
important
psychological data.
 Transformational-
Generative Linguistics
-They broke away from
the structuralists’
insistence on only
studying observable
language
(performance)
Cont’d
Cognitive Psychology
-Cognitivists sought to
discover underlying
motivation and
deeper structures of
human behavior.
Transformational-
Generative Linguistics
-Linguistics goes beyond
mere description of
the surface structure
of language.
Cont’d
Cog. Psych.
-Instead of focusing on
the mechanical
stimulus-response
connections,
cognitivists tried to
focus on
psychological
principles of
organization and
functioning.
T-G Linguistics
-Studying competence
reveals the hidden level
of meaning and thought
(deep structure) that
generates the observable
performance.
-learning language:
language is species-
specific; it is innate:
human beings are born
with the ability to learn
language.
The 1980’s – 2000’s
Constructivism
 It involves the integration of linguistic,
psychological, and sociological paradigms.
 The active role of the learner is
emphasized.
A. Cognitive constructivism: emphasizes the
role of the learner in constructing his/her
own representation of reality:
Constructivism
-Learners must transform complex
information to make it their own.
 A more active role for students in their
learning.
Piaget argues that, “learning is a
developmental process that involves
change, self-generation, and construction,
each building on prior experiences.” (in
Kaufman, 2004).
Constructivism
 B. Social Constructivism: emphasizes the
importance of social interaction and
cooperative learning in constructing
cognitive and emotional images of reality.
 Language learning is a result of thinking
and meaning-making that is “socially
constructed and emerges out of
[learners’] social interactions with the
environment.” (Brown, p. 13)
What is the Best Theory?
 No single theory is right or wrong all the
way!
 “Some truth can be found in every critical
approach to the study of reality.” (Brown,
p. 14)

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1-Schools of Thought in Second Language Learning.ppt

  • 1. Schools of Thought in Second Language Learning (1940’s - 2000’s) Source: Brown, D. Principles of Language Learning and Teaching. (p.p.9-15)
  • 2. Trends in Linguistics and Psychology  Psychology  1940’s-1950’s:  Behaviorism/ Neobehaviorism -1960’s: Cognitive Psychology  Linguistics  1940’s-1950’s:  Structural Linguistics -1960’s: Transformational- Generative School
  • 3. 1940’s-1950’s  Behaviorism -It focused only on publicly observable behaviors  Structural Linguistics -Only observable linguistic behaviors can be studied. Language could be dismantled into small pieces or units, described scientifically, contrasted, then added up again to form the whole.
  • 4. Cont’d Behaviorism  -Notions such as intuition, memory, thinking, or any mental processes were ignored. Structural Linguistics -Notions such as meaning or thought were completely ignored.
  • 5. Cont’d Behaviorism -Learning a behavior: through conditioning ‘organisms’ to respond in desired ways to stimuli --} Practice/ drilling is important. Structural Ling. -Learning language: conditioning learners to make the right connection between stimuli and the desired responses --} Drilling in the language classroom was a dominant method.
  • 6. Cont’d Behaviorism -Reinforcement (Positive or negative) plays an important role in learning. Structural Ling. -Positive/ negative reinforcement play a significant role in language learning.
  • 7. The 1960’s - 1980’s  Cognitive Psychology -Meaning, understanding, and knowing are important psychological data.  Transformational- Generative Linguistics -They broke away from the structuralists’ insistence on only studying observable language (performance)
  • 8. Cont’d Cognitive Psychology -Cognitivists sought to discover underlying motivation and deeper structures of human behavior. Transformational- Generative Linguistics -Linguistics goes beyond mere description of the surface structure of language.
  • 9. Cont’d Cog. Psych. -Instead of focusing on the mechanical stimulus-response connections, cognitivists tried to focus on psychological principles of organization and functioning. T-G Linguistics -Studying competence reveals the hidden level of meaning and thought (deep structure) that generates the observable performance. -learning language: language is species- specific; it is innate: human beings are born with the ability to learn language.
  • 10. The 1980’s – 2000’s Constructivism  It involves the integration of linguistic, psychological, and sociological paradigms.  The active role of the learner is emphasized. A. Cognitive constructivism: emphasizes the role of the learner in constructing his/her own representation of reality:
  • 11. Constructivism -Learners must transform complex information to make it their own.  A more active role for students in their learning. Piaget argues that, “learning is a developmental process that involves change, self-generation, and construction, each building on prior experiences.” (in Kaufman, 2004).
  • 12. Constructivism  B. Social Constructivism: emphasizes the importance of social interaction and cooperative learning in constructing cognitive and emotional images of reality.  Language learning is a result of thinking and meaning-making that is “socially constructed and emerges out of [learners’] social interactions with the environment.” (Brown, p. 13)
  • 13. What is the Best Theory?  No single theory is right or wrong all the way!  “Some truth can be found in every critical approach to the study of reality.” (Brown, p. 14)