Introduction

Psycholinguists are always trying to explain the parallels and discrepancies between
how people naturally pick up their first language (L1) and how they learn their second
language (L2). To highlight the differences between L1 and L2, Saville-Toike (2012)
developed a differentiation between the two terms. More specifically, L1 is also
known as mother tongue, native language, and main language. The crucial aspect of
L1 is that it is a language that is learned in infancy, usually before the age of three. L2
refers to two things: first, the research on people or groups who are learning a second
language after their first one, which they picked up as kids, and second, the act of
learning that particular language. Researchers have discussed the topic of language
acquisition for years utilizing theoretical models from the behaviorist to cognitivist
and other theoretical perspectives.

The specific assignment aims to provide a theoretical analysis on different

perspectives in second language acquisition.

1. L1 and L2
Before the analysis of the underlying principles and the theoretical models of the
acquisition of the L1 and the L2, it is crucial to refer to their similarities of the L1 and
L2. Numerous studies have been done throughout the years by scholars to better
understand the acquisition of both first and second languages. Ellis (1984) asserts that
learners go through the same developmental phases while learning a first or second
language: the silent period, formulaic speaking, and structural/semantic reduction.
Particularly the salient phase describes the speakers' endeavors and efforts to
communicate their ideas. Both the first and second languages are acquired through
this approach. When it comes to their first language, children first hear it spoken by
their family or other people in their environment. They then strive to figure out the
language's patterns and copy them. In contrast, second language learners who actively
want to study a second language choose a quiet time during their initial stages of
learning since they are unable to generate the target language. That time frame is
referred to by Ellis as the stage of incomprehension.

Krashen (1982) asserted that language acquisition requires input (feedback) from the
learner. According to his Input Hypothesis, the learner has access to the grammatical
components when provided input. Regarding first language acquisition, he also
supports the idea that the input received by the learner must be in line with their level
of proficiency. During the early stages of their language development, learners
receive understandable input. The second language learner must be provided input in
accordance with his or her degree of proficiency, just like with the first. Although
input is a crucial component of language learning, it cannot provide the learner all the
information they require.

2. Behaviorism
Behaviorism believes that learning a language is a mechanical process and that
mental/cognitive processes are not involved. According to B.F. Skinner (1930s to
1950s), he highlighted radical behaviorism, which contained a behavioral approach to
"mental life"; it was not mechanical, and interior states were not remitted. He created
a distinct branch of behaviorism that became known as radical behaviorism. Children
start out as blank slates, according to B.F. Skinner (1957), and language acquisition is
the process of imprinting linguistic habits on these slates. Language acquisition is a
process that involves exposure to language as a "conditioned behavior" (stimulus
response, feedback reinforcement). Children therefore acquire language gradually by
imitation, repetition, memorization, and reinforcement through controlled drilling.
Reinforcement may be constructive or destructive.

According to Skinner (1957), a complete understanding of selection history requires

knowledge of the animal's biology (phylogeny or natural selection), behavior (history
of reinforcement or ontogeny of the animal's behavioral repertoire), and, for some
species, culture (the cultural practices of the social group to which the animal
belongs). The entire organism, with all of its history, then engages in environmental
interaction. He frequently stated that even his own actions were a result of his
evolutionary past, reinforcement history (which includes acquiring cultural customs),
and current surroundings.

The educational consequences of behaviorism are crucial for the development of

fundamental abilities and conceptual underpinnings in all subject areas as well as for
classroom management.
Knowing, in accordance with behaviorism, entails responding appropriately when
exposed to a certain stimuli. The behaviorist is more interested in whether the right
reaction is delivered than in how or why information is acquired (Skinner, 1935)

Youngsters were taught to talk by mimicking the utterances and phrases they heard
around them, and similarity really helps the children enhance are their replies by the
repeats, corrections, and other reactions that adults offer. As a result, language is
practice-based. There is a widespread belief that claims there is no difference between
learning a language and learning to do anything else. Using mechanical drills and
activities, the main goal is to get the youngster to comply. Learning is influenced by
the circumstances in which it occurs, and as long as people are exposed to the same
circumstances, they will learn. (Skinner, 1935)

This issue is brought up in respect to the audiolingual approach that is in line with
behaviorism theory. It is the basis for teaching language skills in the following order:
listening, speaking, reading, and writing. Learning to communicate with a language is
the goal of language study. The emphasis is on speaking, particularly on employing
the right intonation and pronunciation. According to this theory, learning a language
entails learning the language's structures and is based on dialogues with everyday
expressions, fundamental grammar structures, and high frequency language forms. In
the classroom, modeling, imitation, repetition, and pattern drills are essential
strategies. Additionally, errors must be prevented and swiftly fixed. The main goal of
this approach is accuracy, and grammar (i.e., structures) is taught deductively. (Lado,
1964)

2. Cognitive/Psychological Approaches to SLA

Ellis, R. (1994) The study of second language acquisition. China: Oxford University
Press.

Krashen, S. (1982) Theory versus practice in language training. In R. W. Blair (Ed.),

Innovative approaches to language teaching (pp. 15-24). Rowley, MA: Newburry
House Publishers

Lado, R. (1964). Language Teaching: A Scientific Approach. New York: McGraw

Hill.

Skinner, B.F., 1957. Verbal Behaviour. New York: Appleton-Century-Crofts.

Skinner, B.F., 1935. “The Generic Nature of the Concepts of Stimulus and Response.”
The Journal of General Psychology, 12: 40-65
Saville-T, (2012) M. Saville-Toike Introducing second language acquisition
Cambridge University Press, Cambridge, UK.