University of Northeastern Philippines

SCHOOL OF GRADUATE STUDIES AND RESEARCH

Iriga City

COURSE CODE: ENG109

COURSE NAME: MASTER OF ARTS IN EDUCATION (MAJOR IN ENGLISH)

COURSE DESCRIPTION: Teaching English as a Second Language

TOPIC: Language Acquisition Theories and the Implications to the Teaching of English

REFLECTION

Language acquisition is a complex process that has intrigued linguists and educators for
centuries. Understanding how individuals acquire language has led to the development of several
theories that attempt to explain this phenomenon. The most prominent of these theories include
behaviourist theory by Skinner, innateness by Chomsky, cognitive theory by Piaget, and
interaction theory by Bruner. Each theory offers unique insights into how language acquisition
occurs and has implications for teaching English as a Second Language (ESL).

Behaviourist theory, proposed by B.F. Skinner, asserts that language is acquired through a
process of reinforcement and conditioning. This theory posits that language is learned by
repeating what has been rewarded, and that language acquisition occurs through imitation,
practice, and feedback. In English as a Second Language, teachers using this theory should focus
on drilling and repetition of vocabulary and structures, offering rewards and positive
reinforcement to encourage students to repeat correct forms and avoid errors.

Innatist theory, proposed by Noam Chomsky, suggests that humans are born with an
innate language acquisition device (LAD), which allows us to acquire language effortlessly.
According to Chomsky, all humans possess a universal grammar, a set of rules that are present in
all languages. In English as a Second Language, teachers using this theory should focus on
exposing students to a variety of authentic language input and encouraging them to use the
language naturally, without overemphasis on explicit grammar instruction.
 Cognitive theory, proposed by Jean Piaget, posits that language acquisition occurs
through cognitive development, as the child's mind matures and becomes more capable of
processing language. Piaget argues that children construct their own understanding of language
through interaction with their environment. Teachers using this theory should focus on
providing meaningful contexts for language learning, encouraging students to actively engage
with the language in use.

Interactionist theory, proposed by Jerome Bruner, asserts that language acquisition

occurs through social interaction and collaboration with others. According to this theory,
language is acquired through a process of scaffolding, where learners receive support and
guidance from more knowledgeable others. Teachers using this theory should focus on creating
opportunities for social interaction and collaboration among learners, as well as providing
feedback and support to help students build on their existing knowledge.

In conclusion, understanding the various theories of language acquisition can help

teachers who are teaching English as a second language to develop more effective language
teaching strategies. By recognizing the different ways in which learners acquire language,
teachers can tailor their instruction to meet the unique needs of each individual student. By
incorporating elements of behaviourism, innateness, cognition, and interaction into their teaching
practices, they can create a rich and varied learning environment that promotes language
acquisition in a meaningful and engaging way. Furthermore, creating a supportive and
stimulating language environment that encourages interaction, meaningful input, and practice is
essential in teaching English as a second language.

Prepared by: Noted:

MARICEL LL. BLANCAFLOR PROF. BELEN B. PILI, Ed.D

MAEd Student Professor