1. Behaviorism:
* Focus: Language learning as a process of habit formation through stimulus-response associations.
* Key Figure: B.F. Skinner
* Core Concepts:
* Imitation and practice: Learners acquire language by mimicking and repeating what they hear.
* Reinforcement: Correct responses are reinforced, leading to their repetition and internalization.
* Strengths: Emphasizes the importance of exposure and practice in language learning.
* Limitations: Doesn't adequately account for the creative aspects of language use or the role of mental processes in language acquisition.
2. Cognitivism:
* Focus: Language learning as a cognitive process involving mental representations and internal mechanisms.
* Key Figures: Noam Chomsky, Stephen Krashen
* Core Concepts:
* Universal Grammar: Humans are born with an innate language acquisition device (LAD) that guides language learning.
* Input Hypothesis: Learners acquire language through comprehensible input (language that is just slightly beyond their current level).
* Monitor Hypothesis: Learners use their conscious knowledge of grammar (learned through explicit instruction) to monitor and edit their output.
* Strengths: Acknowledges the mental processes involved in language learning and explains the role of input and exposure.
* Limitations: Some argue that the innate language learning capacity is overemphasized and that environmental factors are more important than the LAD.
3. Interactionism:
* Focus: Language learning as a social process that occurs through interaction with others.
* Key Figures: Michael Long, Merrill Swain
* Core Concepts:
* Negotiation of meaning: Learners interact with others to clarify meaning and achieve mutual understanding.
* Output Hypothesis: Producing language is crucial for language development, as it pushes learners to process and refine their linguistic knowledge.
* Strengths: Emphasizes the importance of social interaction and communication for language learning.
* Limitations: May not fully account for the role of individual cognitive differences in language acquisition.
4. Socio-Cultural Theory:
* Focus: Language learning as a process of social interaction and participation in a community of practice.
* Key Figures: Lev Vygotsky, James Gee
* Core Concepts:
* Zone of Proximal Development (ZPD): The gap between what a learner can do independently and what they can do with support.
* Scaffolding: Support provided by more knowledgeable individuals to help learners progress within their ZPD.
* Strengths: Explains the role of social context and interaction in language learning, particularly for younger learners.
* Limitations: May not adequately account for the role of individual cognitive factors and the universality of language acquisition.
5. Emergentism:
* Focus: Language learning as an emergent property of complex interactions between learners, their environment, and their cognitive abilities.
* Key Figures: Jean Piaget, Roger Brown
* Core Concepts:
* Bottom-up processing: Learners build up linguistic knowledge from simpler elements to more complex ones.
* Connectionism: Language learning is viewed as a process of strengthening connections between neurons in the brain.
* Strengths: Offers a holistic view of language learning, integrating cognitive, social, and environmental factors.
* Limitations: Still a relatively new perspective, and its theoretical framework is still being developed.
Important Note: These schools of thought are not mutually exclusive. Many researchers combine elements from different perspectives to provide a more comprehensive understanding of second language acquisition.