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According to Stephen Krashen's acquisition-learning hypothesis, there are two independent ways in which we develop our linguistic skills: acquisition and learning. [3] This theory is at the core of modern language acquisition theory [ citation needed ] , and is perhaps the most fundamental of Krashen's theories.
Krashen also posits a distinction between “acquisition” and “learning.” [4] According to Krashen, L2 acquisition is a subconscious process of incidentally “picking up” a language, as children do when becoming proficient in their first languages. Language learning, on the other hand, is studying, consciously and intentionally, the ...
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
This puts them in direct contrast with linguistic theories, which posit that language acquisition uses a unique process different from other types of learning. [ 30 ] [ 31 ] The dominant model in cognitive approaches to second-language acquisition, and indeed in all second-language acquisition research, is the computational model. [ 31 ]
The proponents of these theories argue that general cognitive processes subserve language acquisition and that the result of these processes is language-specific phenomena, such as word learning and grammar acquisition. The findings of many empirical studies support the predictions of these theories, suggesting that language acquisition is a ...
Learning theory describes how students receive, ... In behavior analysis, learning is the acquisition of a new behavior through conditioning and social learning.
One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain, the comprehensible output (CO) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2).
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...