Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.

1. Dr. Simon Phipps
dr.simon.phipps@gmail.com
CTS Module: Fresh Insights into Teaching & Learning (Linguistics)
Sessions 3: 13.15-14.45
Theories of Language Learning
1.
2.
3.
4.
Interlanguage Hypothesis
Universal Grammar Hypothesis
Critical Period Hypothesis
FLA vs SLA

2. INTERLANGUAGE THEORY
Selinker 1972
 morpheme studies
 error analysis
L2 Learner language;
 L1 transfer
 overgeneralization
 simplification
L2 Learners’ grammar is;
 systematic
 different from L1 and L2
Interlanguage (IL) is;
o different from the L1 process
o in a state of development
o individual
Some questions;
 How do learners link form and meaning?
 Is IL influenced more by L1 or UG?
 What are the processes which underlie IL development?

3. INTERLANGUAGE

The learner constructs a system of abstract linguistic
rules which underlies comprehension and production
of the L2. This system of rules is viewed as a ‘mental
grammar’ and is referred to as ‘interlanguage’ (Ellis
1997:33)

Analysis of a learner’s interlanguage shows that it
has some characteristics of the learner’s L1, some
characteristics of L2, and some characteristics which
seem to be very general. Interlanguages are
systematic, but they are also dynamic, continually
evolving as learners receive more input and revise
their hypotheses about L2 (Lightbown & Spada
1993:55)

4. UNIVERSAL GRAMMAR THEORY 1
Chomsky 1960s, 1970s
environment is not enough
‘Poverty of the input’
interaction is not enough
Lack of negative evidence
Learners’ grammar is ‘underdetermined’ by the input
Universal Grammar (UG) is;




Wired into the brain
A set of properties that enable subsequent language development
These properties exist within certain parameters
They are ‘open’ until ‘set’ by exposure/experience
All children start with UG principles

All languages conform to these principles
Children build up knowledge over time according to;
what is available
what is possible at that stage in cognitive development
‘innate knowledge of the principles of universal grammar permits all
children to acquire the language of their environment during a critical
period in their development’ (Lightbown & Spada, 2006:35)

5. UNIVERSAL GRAMMAR THEORY 2
Language acquisition is;
growth of the mental organ of language
triggered by certain language experiences
UG is made up of;
core grammar
 (rules, unmarked items)
peripheral grammar
 (exceptions, marked items)
Interlanguage may be influenced by UG, BUT
UG is not concerned with SLA
UG may not be relevant for L2
UG does not focus on performance
UG does not focus on lexis
Some complex grammar is learnt quite late
Lexis cannot be learnt innately
It is not clear whether UG is available later or not

6. CRITICAL PERIOD HYPOTHESIS
(LENNEBERG 1967)
After a certain age (9, 12, 14???)
• it is no longer possible to ‘acquire’ language
naturally and effortlessly
• UG may no longer be available to learners
 BUT
• there is disagreement on what it means and why
• there does not appear to be a sudden cut-off
point
 HOWEVER
• There IS agreement that most learners are not
able to learn an L2 naturally and effortlessly
after a certain age

7. FIRST LANGUAGE VS SECOND LANGUAGE
DEVELOPMENT
Profile of language learners
Learner characteristics
and learning conditions
Child
L1 informal
Child
L2 informal
Adolescent
L2 formal
Another language
Cognitive maturity
Metalinguistic awareness
World knowledge
Anxiety about speaking
Freedom to be silent
Ample time
Corrective feedback
(grammar, pron)
Corrective feedback
(meaning, word choice)
Modified input
(adapted from Lightbown & Spada 2006:31)
Adult L2
informal

8. FIRST LANGUAGE VS SECOND LANGUAGE
LEARNING
Knowing another language


Know how language works
May make incorrect guesses
Cognitive maturity, meta-linguistic awareness, world knowledge

Older learners are better at problem-solving

Language acquisition in L1 is an unconscious process
Anxiety about speaking

Young children are less concerned with making mistakes and sounding silly

Not all children are willing to speak a language they do not know well
Freedom to be silent

Young children in L1 are allowed to be silent until they are ready to speak

Older learners have no biological need for a silent period
Ample time and exposure


Limited exposure for learners in the classroom
Overuse of L1 in the classroom may deprive learners of opportunities for exposure
Corrective feedback


L1 feedback tends to be meaning-based
Classroom feedback is often not consistent
Modified input

Motherese

Foreigner talk or teacher talk (graded language)

9. ASSUMPTIONS





How do the processes of learning L1 and L2 (in the classroom) differ?
 Cognitive development, world knowledge
 L1 already exists
 Critical period?
 Teaching/corrective fb, learner needs, writing
What are the implications of this for EFL/ESL?
 Maybe no automatic acquisition of L2
 Need for formal instruction
What are the implications of a critical period?
 It may not be possible to ‘acquire’ L2 automatically
 Need more than CI (I + 1)
 Focus on form, error correction, etc
How is interlanguage theory innatist?
o Errors are systematic
o Must be sth. other than L1 and L2
What does the Natural Approach assume about language learning ?
 Some innateness
 No critical period
 Process of learning L2 is similar to process of learning L1
 Classroom environment is enough
 Formal instruction does not help

10. Innate ability to learn language?
Yes
No
Critical period?
No
Yes
Learners can make use of
innate ability at any age
Process of SLA
similar to FLA?
No
Yes
L2 classroom
exposure enough?
Yes
No
Natural Approach
Formal instruction
Focus on form
Error correction
Conscious learning
Lots of exposure
Opportunities for interaction