TEMA 2. TEORÍAS GENERALES SOBRE EL APRENDIZAJE Y LA
ADQUISICIÓN DE UNA LENGUA EXTRANJERA. EL CONCEPTO DE
INTERLENGUA. EL TRATAMIENTO DEL ERROR
.
i
INTRODUCTION
The process of acquiring a second or foreign language is a complex interplay of
cognitive, linguistic, and social factors. As individuals embark on this journey, they
navigate a labyrinth of challenges and triumphs, ultimately shaping their linguistic
identity. This exploration delves into the theoretical foundations underpinning language
learning, focusing on key concepts such as interlanguage and error analysis.
We will examine various theories, from behaviorist to cognitive and sociocultural
perspectives, to understand how individuals acquire language. By understanding these
theories, we can gain valuable insights into the strategies and techniques that can
optimize language learning.
A crucial aspect of language acquisition is the development of interlanguage, the unique
linguistic system that learners construct as they bridge the gap between their native
language and the target language. This intermediate stage is characterized by
systematic errors and approximations that reflect the learner's evolving understanding of
the language.
Furthermore, we will discuss the role of error analysis in language learning. By
examining the types of errors learners make, we can identify patterns and underlying
causes, enabling us to provide targeted instruction and feedback.
Through a comprehensive exploration of these topics, we aim to shed light on the
fascinating process of language acquisition and provide practical implications for
language teaching and learning.
1. General Theories of Second Language Acquisition
Second language acquisition (SLA) is a complex process that has been the subject of
extensive research and debate. Scholars have proposed various theories to explain
how individuals learn a second language. These theories offer different perspectives on
the factors that influence language learning, such as cognitive processes, social
interaction, and linguistic input.
, By examining these theories, we can gain a deeper understanding of the mechanisms
underlying language acquisition and develop effective pedagogical approaches to
support learners in their linguistic development. In the following sections, we will explore
the key theories of SLA, including behaviorism, innatism, cognitivism, and
interactionism.
Behaviorism: The Foundations
Behaviorism: A Mechanistic Approach to Language Learning
Behaviorism, a psychological theory rooted in the principles of stimulus-response, has
been applied to language learning. According to this perspective, language acquisition
is a process of habit formation, shaped by external stimuli and reinforcement.
Key principles of behaviorism in language learning:
● Stimulus-Response Association: Language learning involves associating
linguistic stimuli (sounds, words, phrases) with specific responses (pronunciation,
grammar, vocabulary).
● Reinforcement: Positive reinforcement strengthens desired behaviors, while
negative reinforcement weakens undesirable behaviors.
● Habit Formation: Through repeated practice and reinforcement, learners develop
habits of correct language use.
Limitations of Behaviorism:
While behaviorism offers a straightforward explanation of language learning, it has been
criticized for its limitations:
● Neglect of Internal Processes: Behaviorism overlooks the role of cognitive
processes such as attention, memory, and problem-solving in language
acquisition.
● Overemphasis on Imitation: It oversimplifies language learning by focusing solely
on imitation and reinforcement, ignoring the creative and generative aspects of
language use.
● Limited Applicability: Behaviorist principles may be more applicable to the
acquisition of basic language skills, such as pronunciation and vocabulary, but
may not fully account for the development of complex linguistic competence.
Despite its limitations, behaviorism has contributed to language teaching
methodologies, particularly in the early stages of language learning. However, a more
ADQUISICIÓN DE UNA LENGUA EXTRANJERA. EL CONCEPTO DE
INTERLENGUA. EL TRATAMIENTO DEL ERROR
.
i
INTRODUCTION
The process of acquiring a second or foreign language is a complex interplay of
cognitive, linguistic, and social factors. As individuals embark on this journey, they
navigate a labyrinth of challenges and triumphs, ultimately shaping their linguistic
identity. This exploration delves into the theoretical foundations underpinning language
learning, focusing on key concepts such as interlanguage and error analysis.
We will examine various theories, from behaviorist to cognitive and sociocultural
perspectives, to understand how individuals acquire language. By understanding these
theories, we can gain valuable insights into the strategies and techniques that can
optimize language learning.
A crucial aspect of language acquisition is the development of interlanguage, the unique
linguistic system that learners construct as they bridge the gap between their native
language and the target language. This intermediate stage is characterized by
systematic errors and approximations that reflect the learner's evolving understanding of
the language.
Furthermore, we will discuss the role of error analysis in language learning. By
examining the types of errors learners make, we can identify patterns and underlying
causes, enabling us to provide targeted instruction and feedback.
Through a comprehensive exploration of these topics, we aim to shed light on the
fascinating process of language acquisition and provide practical implications for
language teaching and learning.
1. General Theories of Second Language Acquisition
Second language acquisition (SLA) is a complex process that has been the subject of
extensive research and debate. Scholars have proposed various theories to explain
how individuals learn a second language. These theories offer different perspectives on
the factors that influence language learning, such as cognitive processes, social
interaction, and linguistic input.
, By examining these theories, we can gain a deeper understanding of the mechanisms
underlying language acquisition and develop effective pedagogical approaches to
support learners in their linguistic development. In the following sections, we will explore
the key theories of SLA, including behaviorism, innatism, cognitivism, and
interactionism.
Behaviorism: The Foundations
Behaviorism: A Mechanistic Approach to Language Learning
Behaviorism, a psychological theory rooted in the principles of stimulus-response, has
been applied to language learning. According to this perspective, language acquisition
is a process of habit formation, shaped by external stimuli and reinforcement.
Key principles of behaviorism in language learning:
● Stimulus-Response Association: Language learning involves associating
linguistic stimuli (sounds, words, phrases) with specific responses (pronunciation,
grammar, vocabulary).
● Reinforcement: Positive reinforcement strengthens desired behaviors, while
negative reinforcement weakens undesirable behaviors.
● Habit Formation: Through repeated practice and reinforcement, learners develop
habits of correct language use.
Limitations of Behaviorism:
While behaviorism offers a straightforward explanation of language learning, it has been
criticized for its limitations:
● Neglect of Internal Processes: Behaviorism overlooks the role of cognitive
processes such as attention, memory, and problem-solving in language
acquisition.
● Overemphasis on Imitation: It oversimplifies language learning by focusing solely
on imitation and reinforcement, ignoring the creative and generative aspects of
language use.
● Limited Applicability: Behaviorist principles may be more applicable to the
acquisition of basic language skills, such as pronunciation and vocabulary, but
may not fully account for the development of complex linguistic competence.
Despite its limitations, behaviorism has contributed to language teaching
methodologies, particularly in the early stages of language learning. However, a more
