Analysis of Learning Experience with Theories of SLA

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1. Introduction

Different from foreign language learning, second language acquisition (SLA) refers to “the learning of a nonnative language in the environment in which that language is spoken” (Gass, 2001, P. 5). According to the research timeline conducted by Myles (2010), the theories of second language acquisition date back to 1957 when Skinner (i.e., the representative of modern behaviorism) proposes stimulus-operant-response (S-O-R) theory emphasizing imitation and habit-formation, which is then intensely critiqued by Chomsky asserting that children are born with ability to acquire language and they can create new sentences besides imitation. Later, Krashen’s Monitor Model takes shape and his input hypothesis is further developed. Since the theories of SLA are of great importance in language teaching in both ESL and EFL settings, many scholars have made effort to this field. Payne (2011) argues that Krashen’s theory seems to be defective among students with different levels in a real classroom context because the notion of ‘i+1’ is unclear.

After a brief introduction of SLA, this paper is aimed at analyzing my own English language learning experiences from behaviorism and Krashen’s theory. This paper consists of three parts. The first part is an introduction concerned with background knowledge of SLA. In the second part, application of behaviorism and Krashen’s theory will be displayed before the final conclusion part is presented.

2. Application of two theories

2.1 Behaviorism

According to the sketch made by Moore (2011), there are two phases of behaviorism: Watson’s classical stimulus-response (S-R) theory and Skinner’s radical behaviorism including the concept of operant (i.e., the possible behavior that peop...

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