ENG505: Language Learning Theories
Language is a broad domain with a system that includes not only the process of discovery but also the development and implementation of complex communication systems. It contains language units and each unit has its own unique system. ENG505 Handouts pdf
ENG505 Handouts pdf
Course Category: ENG505 Handouts pdf
Course Outline
1. Introduction to the Course –I 2. Introduction to the Course – II 3. Introduction to Key Concepts in Language Learning 4. Behaviorism-I 5. Behaviorism-II 6.Generativism-I 7. Generativism-II 8.Cognitivism-I 9. Cognitivism-II 10.Constructivism-I 11.Constructivism-II 12.Constructivism-III 13.Krashen’s Input Hypothesis (Monitor Model)-I 14.Krashen’s Input Hypothesis (Monitor Model)-II 15.14.Krashen’s Input Hypothesis (Monitor Model)-III 16.Socio-Cultural Theory 17.Basic Language Cognition (BLC) Vs Higher Language Cognition (BLC) 18. Generative Vs Usage-Based School 19. Communicative Competence 20.Models Of Communicative Competence 21.CUP, BICS & CALP 22.Second Language Learning Research & Language Education 23.Directions For Research in Language Learning
24. Automaticity, Restructuring, and Noticing 25. Interaction Hypothesis, Processability Theory, and Towell & Hawkins Model of SLA 26. Comparing Six Theories-I 27. Comparing Six Theories-II 28. Learning Factors-I 29.Learning Factors-II 30.Language Learning Strategies-I 31.Language Learning Strategies-II 32.Individual Learning Differences-I 33.Individual Learning Differences-II 34.Individual Learning Differences-III 35.Language Learning Pedagogy 36. Interview with an Expert (Individual Differences and Language Learning Strategies in Pakistani Context) 37.Dynamics of Learning Styles 38.Social Contexts in SLA 39. Acquiring Knowledge for L2 Use 40.Research Trends in ESP Classroom, ENG505 Handouts pdf
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ENG505 HANDOUTS
ENG505: Language Learning Theories
Behaviorist Theory
Behaviorist theory (including the Contrastive Analysis Hypothesis) refers to the perception of behavioral reactions associated with human behavior and that language learning is also a set of behaviors. It denies the existence of birth as the rehabilitation response is a process of placement and depends on the corrective response to correct bad habits.
Universal Grammar (UG) Theory
Theory UG refers to a way of thinking that supports nativism and cognitivism. Theory suggests that children are born using the Language Acquisition Tool (Hadley, 2001, p. 58) and are programmed to learn the language. The presence of a general language seems to be an important factor that includes the setting of boundaries. UG emphasizes that the biological approach determines the process of language learning based on the representation of the ‘basic language system.
Cognitive Theory
Psychological theory contributes significantly to the SLA environment as it focuses on the internal psychological process as the basis for language learning. According to cognitive theory, expertise grows with practice and is spontaneous. Psychological processes rely on analysis where positive and negative feedback plays an important role in rebuilding and learning the meaningful language.
Conversation Theory
The conversational theory promotes the process of participation as a useful way of learning a language. Participation promotes the formation and preparation of feedback. The emphasis is on starting conversations that do not require full sentences. Language learning seems to be a process of communication in which by suggesting and correcting mistakes, learning is improved.
Schumann’s Acculturation Theory
The basis of Schumann’s ‘Acculturation Theory’ is ‘social theory’ which considers the power of the community as objects that affect language learning and acquisition processes. It emphasizes that instead of internal mental functions, external features make it easier to learn by providing a language culture focused on specific language activities. Language being a social phenomenon considers attitudes and superstitions in the target language as factors that affect learning. Errors can be corrected.
