LANGUAGE
LEARNING THEORIES
LESSON IV: THE SEARCH FOR A UNIFIED THEORY OF
LANGUAGE LEARNING
7 GREAT THEORIES ABOUT LANGUAGE LEARNING BY
BRILLIANT THINKERS
1. Plato and Innate Knowledge
 Best known as the famous student of Socrates and one of the greatest
philosophers, Plato is where we begin our journey to understanding the
nature of language learning. One of his more predominant ideas was that
human beings are born with innate knowledge (a prior knowledge).
 Human beings don’t live a long time and yet they accomplish so much in
that limited time. This is known as, Plato’s Problem”. Plato believed that
some knowledge, including language, was innate.
2. Descartes and Cartesian Linguistics
 Descartes believed humans to be largely rational creatures
that needed language to interact . Our ability to use language
creatively sets us apart from the communicative elements of
other species .
 To Descartes, learning a language meant finding similarities
between your own and the target language.
3. Locke and Tabula Rasa
 Tabula Rasa, a.k.a, the Blank Slate, is the one who argues against innate
knowledge (or knowledge from birth). He believed that we’re all born as
blank slate. And as we go through life, our experiences write knowledge on
that slate. He also argued that we learn everything through our senses.
 If Plato and Cartesian are right, then the emphasis in language learning
must tie on what we already know, using our innate abilities to come to an
understanding of the particularities of a specific language. If Locke is right,
then we must focus our attention on sensory input, gaining as much
external input as possible.
4. Skinner and the Theory of Behaviorism
 B. F Skinner agreed with Locke built his Theory of Behaviorism onto his
concepts and behavioral psychology. His language acquisition theory says
that all behavior is in response to surrounding stimuli and he applied this
to language learning through something operant conditioning.
 One component of this language acquisition theory that holds weight
though is the importance of feedback. Language-learners need feedback
for success. They also need a feeling of accomplishment to move forward
in their language learning studies.
Skinner applied the methodology behind classical conditioning to the
way children learn languages. This resulted in the Behaviorist Theory of
Second Language Acquisition. Operant conditioning is the use of
positive and negative reinforcement to change behaviors. You can see
the effects of this approach with dated and ineffective traditional
learning models for second language instruction:
Audiolingualism attempted to establish language learning as a habit
through dialogue and drills. Success received positive reinforcement;
failure received negative reinforcement.
5. Chomsky’s Universal Grammar
 Noam Chomsky argues against many of Skinner’s Theory of Behaviorism with his
own Theory of Universal Grammar. (1950s).
 Chomsky believed in at least some innate ability in humans for language and a
limited number of ways to organized language in our minds.
 Where Skinner saw all learning coming from external stimuli, Chomsky saw an
innate device for language acquisition. What Skinner understood to be
conditioning according to particular events Chomsky, understood to be the
result of the universal elements that structure all languages.
 Essentially, we’re all born with the ability to learn languages as a result of a
Language Acquisition Device (LAD).
6. Schumann and the Acculturation Model
John Schumann looked specifically at how immigrants learn a new language
once they relocate to his Acculturation Model. The Acculturation Model looks
at the sociological and psychological impact of relocation on language learners.
 Schumann’s theory doesn’t deal with the process of language learning as we
normally think of it (such as how we acquire grammar or listening skills), but
rather his theory focuses on social and psychological aspects that influence
our success.
Schumann points out 8 different factors that influence how immigrants
evaluate just how closely their culture connects with another.
Schumann’s 8 Factors
Attitude Factor: If cultural groups have a positive attitude towards each
other, there’s a greater chance for language-learning to occur.
Cohesiveness: The larger the group of similar language speakers, the more
they interact with each other, and the less likely language-learning occur.
Cultural Congruence: The more similar two groups are, the greater the
chance of repeat contact between them that promotes language-learning.
Enclosure: If there are more opportunities for learners to interact with
native speakers there will be a greater chance of language-learning.
Integration Pattern: Is there a desire to integrate or resist the
new language?
Intended Length of Residence: The longer the stay, the
increased likelihood of language-learning
Size Factor: If the language-learning group is too large, they will
tend to group together, reducing the likelihood of language
acquisition.
Social Dominance: How important is it to learn this language?
3 Factors that Influences Psychological
Distance of the Individual
• Motivation
• Attitude
• Culture Shock
7. Krashen and the Monitor Model (Input Hypothesis)
 Stephen Krashen’s Monitor Model offers the most practical out of all
these theories because his position gives you an actual strategy you can
use to learn a language.
The Monitor Model (1970s – 1980s) is a set of 5 hypotheses that build off
of each and outline the process everyone goes through to learn a
language.
Krashen’s 5 Theories on Language Acquisition
•The Acquisition-learning Hypothesis: Speech isn’t the priority. Listening is.
Learners begin to understand a language by listening in an immersive environment.
•The Input Hypothesis: Language-learning comes from having access to
comprehensible input, or material that’s challenging but still understandable.
•The Monitor Hypothesis: As we develop we build an internal filter designed to
prevent us from making mistakes.
•The Natural Order Hypothesis: Language has layers and complexities.
•The Affective Filter Hypothesis: Stress inhibits learning. To maximize language
learning results, people should learn in a near-zero/zero stress environment.
Thank You For Listening !!!
REPORTED BY:
JOAN GRACE S. CAÑETE
CRISTINE M. ROVERO