Neurofunctional Theory

I. Definition:
 states that the acquisition of second and foreign languages is mainly the
product of neural (brain-based) processes. In turn, the neurofunctional
activity is also based on sub-processes which take charge of specific
pieces of the language itself.
 According to the theory, language functioning is dependent on brain
activity, particularly on the left hemisphere of the brain. The areas
associated with language learning are identified as the Wernicke’s area
and the Broca area. The areas of Wernicke and Broca process the
information that leads to comprehension and final production of
language.
 The Neurofunctional theory of linguistics is founded on the biological and
neural aspects of acquisition, and not in a behavioral or merely
developmentally cognitive approach.
 The theory further offers that language acquisition is done in a primary
and secondary manner. The secondary manner refers to SLA. Depending
on which neurological process takes place, different aspect of the L2 will
be acquired accordingly.

II. Understanding the Theory

Neurofunctional Theory considers the involvement of the right and left hemisphere
of the brain to be firmly related to comprehension and production of language. It also
accounts for age differences, formulaic speech, fossilization, and pattern practice in second
language acquisition.

 Neurofunctional explanation of SLA has considered the contribution of two

areas of the brain:

RIGHT HEMISPHERE LEFT HEMISPHERE

 Associated with
holistic processing
 Storing and processing
formulaic speech and
its constituents,
namely routines and
patterns
 Involved in pattered
practice in classroom
SLA since arranges
 Associated with
creative language use
 Syntactic and semantic
processing
 Motor operations
involved in speaking
and writing
 The left hemisphere is
in charge of analytic
processing, and
 them for later left
hemisphere
examination
 It also believed (Ellis
1985) that the right
hemisphere
participation is second
language acquisition
will most likely occur
in the early stages of
acquisition, as this is
the time of intensified
use of formulaic
speech.
 2 basic types of language acquisition:
PRIMARY LANGUAGE ACQUISITION
- Found in the child’s
acquisition of one or more
languages from ages 2 – 5
Each type of language acquisition possesses different neurofunctional
system, which, in turn, holds a variety of functions and contribute to
information processing in a number of ways.
 Two systems for language functioning:
COMMUNICATIVE HIERARCHY
- Responsible for language and
other types of interpersonal
communication
- The communication hierarchy
occurs in primary language
acquisition and second language
acquisition.
creative language use
with both semantic and
syntactic examining,
characteristic of
speaking and writing.
SECONDARY LANGUAGE
ACQUISITION
- Subdivided into
a. foreign language learning
(classroom L2 learning)
b. second language learning
(natural acquisition of an L2
over the age of 5)
COGNITIVE HIERARCHY
Regulates the array of cognitive
information processing activities
Cognitive hierarchy, on the other hand,
is present in foreign language learning.
Foreign language acquisition is marked
by the use of the input and also affects
the operation of learner strategies.
Input comprises the inherent properties
of the target language system and the
formally and interactionally adjusted
features found in foreigner and teacher
 talk.
Each of the above system may be further subdivided into high- and low-level system (Ellis
1985). By the use of high-level system, the acquired second language forms may be
accumulated as sub-routines at lower level of the communication hierarchy. When it comes
to performance, lower-level sub-routines may be approached without referring to higher
levels within the same hierarchy.

This theory does not account for the natural sequence of development clearly and the
distinction between foreign and second language is a simplification. Hence, it can be
treated as affording additional understanding about SLA, rather than an explanation. If
psycholinguistic and neurolinguistic theories can match together in the future, it will be
useful.