ENVIROMENTALIST THEORY(behaviorist and CAH)

BEHAVIORIST THEORY
It is based on the major learning theory of BEHAVIORISM.
Each emphasize STIMULUS, RESPONSE AND REINFORCEMENT.
Language is learned by a process of HABIT FORMATION.
The individual is CONDITIONED by sequences of differential REWARDS in his/her environment.
Learning a language is achieved by building up habits on the basis of STIMULUS- RESPONSE CHAINS
The BEHAVIOR is STRENGTHENED or WEAKENED depending on the response which
REINFORCE OR DISCOURAGE a behavior.
THE LEARNER’S RECEIVED FROM THE ENVIRONMENT IS THE INPUT
LITTLEWOOD (1984) Phases and conditions that enable language learners to create habit.
Imititation – A language learner imitates sound and patterns(input) from sources. These maybe adult
models (e.g. parents, caregivers etc.) or others like telivisions and the like.
Recognition- Reinforcement- In this phase the adult recognizes the child attempts and reinforces( reward)
the sound by approval.
Repetition- The learner repeats the sound and pattern because they get good reinforcement for doing so:
hence these becomes habits.
Conditioning: The final phase is the learner’s verbal behavior becoming conditioned ( shaped) through the
rewards achieved.
Another related concept:
Neo behaviorism- in this concept, errors should be corrected right away to avoid conditioning them
eventually leading to Fossilization. This means that structure becomes part of the system of the learner that
it becomes so hard to unlearn.
Note: Fossilized- error that has become a habit and used subconsciously as if it were the correct form.
2. Overacquisition of formulas
this concept otherwise known as overgeneralization, is the application of one structure learned to another
context (Setting). This occurs when behavior becomes automatic that learners utilize this all the same.
Contrastive Analysis Hypothesis ( ROBERT LADO)
-Contrastive analysis hypothesis is an area of comparative linguistics which is concerned with the
comparison of two or more languages to determine the differences or similarities between them, either
for theoretical purposes or purposes external to the analysis itself.
STRONG VERSION
the interference(N) of the first language system with the second language system is the main barrier to the
second language acquisition, resulting to the difficulty of learning L2.
Negative Transfer – INTERFERENCE
Positive Transfer - FACILITATION
Difference b/w L1 &L2 - interference of L1 into L2 - difficulty in learning L2.

WEAK VERSION
linguistic difficulties are explained as posteriori instead of predicting it a prior. This is to understand the
sources of error by utilizing and contrasting a general knowledge of L1 and L2.
Limited knowledge of L2==> recourse the L1 ==> difficulty in learning L2.

 When the influence of the native language differs from the used of the target language –
NEGATIVE/ INTERFERENCE
 When the influence of the native language leads to immediate acquisuition in learning the target
language, because it has simlilarities – POSITIVE / FACILITATION.
STRONG VERSION: A PRIORI PREDICTION
CAH can predict and describe the linguistic patterns that caused difficulty in learning.
Similarities: easy - Positive transfer
Differences: difficult - negative transfer

WEAK VERSION: A POSTERIORI EXPLANATION -CAH can explain difficulties and errors not all
errors.

MODERATE VERSION (Little albert’s fear of white furry objects)

Has specialization of the principle of stimulus generalization
Proposed on the basis on the study of spelling errors.

 COGNITIVE LEARNING THEORY (INNATIST THEORY)

INNATE- INBORN/ NATURAL
 Language acquisition was based on the maturation of the brain.
 We are born with a genetic capacity to speak a language.
 Child language development is NOT based on the input that learners risen from the environment but
in their internal mechanism. (Occurs in mind)
 This LITTLE BLACK BOX is presumed to be in all normal human beings- This INBORN
BIOLOGICAL INTERNAL MECHANISM that makes language learning possible.
 This allows for language learner’s to have INNITIAL STATE and not TABULA RASA( Clean
state) as behaviorist claim it.
This little black box has been further labeled as LAD ( Language Acquisition Device).
The INNATE KNOWLEDGE of a learner is METAPHORICALLY represented in what we called
LIITLE BLACK BOX.
HYPOTHESIS TESTING- the language learner formulates rules and tests these on competent
speakers of the target language. This springs from the perception that a " child' s language at any
stage is systematic in that the child is constantly forming hypotheses on the basis of the input
received and then testing this hypothesis in speech and comprehension " ( Brown, 2014)
 UNIVERSAL GRAMMAR (UG) - tries to discover what children, regardless of the linguistic
input and background they have, carry to the language acquisition process. The UG claims that there
are similar structures in the three embedded in all language learners wherever they are(univ.)
uses METACOGNITION—“thinking about thinking”— to understand how thought processes
influence learning.
It’s often contrasted against—or complemented by—Behavioral Learning Theory, which focuses on
the outside environment’s influences on learning. it manipulates the internal and external factors
that impact thinking to improve learning in ourselves and others.
WHY IS IT INNATIST THEORY?
 Language acquisition is innately determined.
 Adult models do not reinforce grammatical correctness but the meaning of children's utterances.
 Language development is NOT based on the input that learner's receive from the environment but
their internal mechanism.
 The inborn biological internal mechanism labeled as the Learning Acquisition Device (LAD)

 NATIVIZATION MODEL ( ASSIMILATION AND ACCOMODATION)

Focuses on the cognitive aspects of the learning process.
It explains how learners create and re organize their INTERLANGUAGE SYSTEMS verbally
interacting with more pro efficient speakers.
Linguistic system that produced by adults when they attempt meaningful communication using a language
they are in, in the process of learning. (SPEAKER’S ORIGINAL LANGAUGE)
The NATIVIZATION MODEL also manifest the independence and ability of language learners in
developing their own language.
Focused COGNITIVE DIMENSION of language learning, the model focused on the LEARNING
PROCESS.
What is Nativization Model ?
The process by which a transplanted language become native to a people or place, either in addition to or
in place of any languages already in use.( CONFORM to his own )
According to Andersen, the SECOND LANGUAGE ACQUISITION (SLA). Consist of two general
processes: nativization and denativization.
 NATIVIZATION
 Characterized by ASSIMILATION
 Learner has tendency to oversimplify the learning process as well as to create hypotheses founded on
the knowledge he already has (INTERNAL NORM).
 It is done when the learners make the input based on their knowledge that they already possess.
 The language learning process will include ASSIMILATION where the learner makes the input
conform to his own internalized view of what constitutes the L2 system.
 Learner’s build Hypotheses based on the knowledge he already possess.
 The INTERNAL NORMS will then influence the input from L2.. This will eventually lead to
PIDGINIZATION .( -bridge of language that seems to be like combination of 2 languages )
 This linguistic process is evident in EARLY STAGES of both first and second language
 DENATIVIZATION
 Involved ACCOMODATION
 Learner use his inferencing strategies to reshape his interlanguage to be in correspondence with the
linguistic properties of the input he receives (EXTERNAL NORM).
 It is a construction of grammar based on the form specified by the input.
 Learners adjust their internalized system to make it fit the input.
 This means that a learner REMODELS his INTERLANGUAGE to conform to EXTERNAL
NORMS.
 Result of pedginization where the language system being formulated in the mind is close to the
target.
 MONITOR MODEL (Stephen Krasen)
 There is a natural progression in the process of acquiring a second language
 Nature vs. Nurture
 Language is innate not learned. (It differentiated the nature of learning and acquisition.)
5 main hypothesis
 ACQUISITION- LEARNING HYPOTHESIS
 ACQUISITION
 Sub conscious process (the personality is unaware)
 Natural Environment
 It takes place in case of the 1st language
 LEARNING
 Conscious process of knowing about language being able to talk about it.
 It occurs in a more formal situation where the properties or rules of language are taught.
 This is equivalent of learning the L2 or L3 at that.

 THE MONITOR- HYPOTHESIS

 The MONTIOR is involved in Learning and not in acquisition.
 Monitor or Editor may normally operate before language performance but could actually occur
before and after the natural output.
 Nonetheless a condition is required for monitoring occur: Only when fluency is established than
an optimal amount of monitoring, or, editing, be employed by the learner.

 3 CONDITIONS FOR THIS MODEL

 There must be sufficient time- has all the time to edit output
 The must be on form no in meaning- the structure is more of the highlight in the utterance
 The user must know the rule – rules should be available for access by the learners ( we cannot give
what we can’t have.)

 THE NATURAL ORDER HYPOTHESIS

 Language rules are acquired in a predictable or Natural order as this hypothesis claim. This means
that there are rules acquired earlier than other
 All language Learners pass through the same natural order of acquisition
 -The curriculum, the content should be single to complex
 Learn from their selves.
 Utilize the availability of research base.
 Process of learning the L2 is similar to how speaker learn their first language.
 THE INPUT HYPOTHESIS
 The acquirer should understand the input language that contains structure a bit beyond his/her level
of current competence (i+1) this is input is called a COMPREHENSIBLE INPUT.
 LEARNING NEW INPUT WITH CLOSE IN WHAT HE ACQUIRE.

 THE AFFECTIVE FILTER HYPOTHESIS

 This is most back up by researchers
 It refers to the anxiety, stress, fear and the lack of self confidence and the likes that prevents
language acquisition.
 The effects of the affective filter can be overcome by providing a student friendly environment.
 Positive results in Researches.