Different views of L1 and L2 acquisition There are basically four schools of psychology which are influential for the

acquisition process of a foreign language. Each of these views provides useful insights, but only a partial explanation, so that we can consider them as pieces of a jigsaw for the language acquisition. Behaviourist view (Skinner, 1957). It emphasises repetition of the form of drills, accuracy and avoidance of mistakes. Behaviourists think that imitation and practice (habit formation) and reinforcement in L1 and L2 are key processes in language development acquisition. However, linguists have shown that although imitation and practice are obviously important parts of language, they do not provide the complete learning. Nativist or innatist view (Chomsky, 1959). Theories from the 17th and 18th century sustained there were innate and therefore universal features that all human minds share. Chomsky restored these ideas with his nativist view (kids are programmed to learn a language, with sensitiveness to the linguistic features of their environment). He challenged behaviourism by suggesting an innate Language Acquisition Device (LAD), which allows children to process all the language they hear and to construct their own expressions. Thanks to this view, many researchers found out the complex ways in which infants develop grammatical competence, yet it did not take enough consideration of communication in real time with real people. Cognitive-developmental (Whitehead, 1990; Lenneberg, 1967). It stresses that language development is an aspect of general cognitive growth (certain thinking skills must first mature in order to create a framework). In terms of L2 learning, Lenneberg sustained that there is a specific and limited time for language acquisition (Critical Period Hypothesis - CPH). This controversial claim was tested by many studies, which had shown that there are many key factors to consider a part from the age like motivation and learning conditions. For example, a study in Holland showed that adolescents were the best learners, except for pronunciation. Social interactionist (Bruner, 1983; Vygotsky, 1960). It gives importance to human social interactions and it emphasises the role of adult and child relationship in learning.