Analysis of Learning Experience with Theories of SLA

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Recommended: Theories of first language acquisition and second language acquisition

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...

... middle of paper ...

...nguage Teaching, 43(3), 320-332. doi:10.1017/S0261444810000078

Muncie, J. (2002). Finding a place for grammar in EFL composition classes. ELT Journal, 56(2),180-86. doi:10.1093/elt/56.2.180

Moore, J. (2011). Behaviorism. Psychological Record, 61(3), 449-463.

Nunan, D. (1998). Teaching Grammar in Context. ELT Journal, 52(2), 101-109.

Payne, M. (2011). Exploring stephen krashen's "i+1" acquisition model in the classroom. Linguistics and Education: An International Research Journal, 22(4), 419-429. doi:10.1016/j.linged.2011.07.002

Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly, 41(2), 255-283.

Williams, M., 1948, & Burden, R. L. (1997). Psychology for language teachers: A social constru-ctivist approach. Cambridge: Cambridge University Press.

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