Pedagogy of Language Development

Pedagogy of Language Development: Acquisition vs Learning

Fundamental Concepts

Language Acquisition

• Natural, subconscious and informal process.
• Usually develops through exposure to meaningful communication.
• Generally associated with mother tongue / First Language (L1).
• No formal grammar instruction required.

Language Learning

• Conscious and formal process, usually in classrooms.
• Involves grammar rules, sentence structures and vocabulary.
• Develops explicit knowledge about language.
• Generally associated with Second / Foreign Language (L2).

Major Theories

Stephen Krashen – Acquisition-Learning Hypothesis

• Two systems: subconscious Acquisition and conscious Learning.
• Monitor Hypothesis: Learned grammar checks and corrects acquired speech.
• Input Hypothesis: Comprehensible Input (i+1), slightly above current level, promotes acquisition.
• Affective Filter: Anxiety and low confidence block acquisition.

Noam Chomsky – Nativist Theory

• Humans have an innate language-learning ability.
• LAD: Language Acquisition Device.
• UG: Universal Grammar, common structural principles of languages.
• Children create new grammatical sentences, proving language is not merely imitation.

B.F. Skinner – Behaviorist Theory

• Language develops through stimulus, response, imitation and reinforcement.
• Learning occurs through habit formation.
• Foundation of the Audio-lingual Method, using repetition and drills.

Lev Vygotsky – Social Interactionist Theory

• Language develops through social interaction and culture.
• ZPD: Difference between independent performance and performance with guidance.
• MKO: More Knowledgeable Other.
• Scaffolding: Guided support.
• Social speech → Private speech → Inner speech.

Important Pedagogical Points

1. LSRW: Listening → Speaking → Reading → Writing.
2. i+1: Meaningful input slightly above the learner’s level.
3. Affective Filter: Reduce fear, anxiety and excessive correction.
4. Silent Period: Beginners may listen and absorb before speaking. Do not force early speech.