First and second language acquisition theories are essential to understanding

how individuals learn languages, both as their native language (L1) and as a
foreign or second language (L2). Here’s an overview of key theories in both
areas:

First Language Acquisition Theories

These theories explain how children acquire their native language during early
childhood:
1. Behaviorist Theory (B.F. Skinner)
● Core Idea: Language learning is a form of behavior, learned through imitation,
repetition, and reinforcement.
● Key Concepts:
o Children mimic the speech they hear around them.
o Positive reinforcement (praise or rewards) encourages correct language use.
2. Nativist Theory (Noam Chomsky)
● Core Idea: Humans are biologically pre-wired for language acquisition through
an innate mechanism known as the Language Acquisition Device (LAD).
● Key Concepts:
o Universal Grammar (UG): All human languages share a common structural
foundation.
o Children can acquire complex language structures even with limited input
from their environment.
3. Interactionist Theory (Lev Vygotsky, Jerome Bruner)
● Core Idea: Language acquisition occurs through social interaction within a
supportive environment.
● Key Concepts:
o Zone of Proximal Development (ZPD): Children learn language by
interacting with more knowledgeable others (e.g., parents, peers).
o Scaffolding: Caregivers provide linguistic input that helps children gradually
improve their language skills.
4. Cognitive Theory (Jean Piaget)
● Core Idea: Language acquisition is a result of cognitive development and
maturation.
● Key Concepts:
o Language development parallels the child’s intellectual development.
o As children progress through different cognitive stages, their language
 ability grows.
Second Language Acquisition Theories
These theories explain how individuals learn a second language after
acquiring their first language:
1. Monitor Model (Stephen Krashen)
● Core Idea: Language acquisition is distinct from language learning. Acquisition
happens naturally, while learning is a conscious process.
● Key Concepts:
o Acquisition vs. Learning: Acquisition is subconscious (natural), whereas
learning is conscious (studying grammar, rules).
o Monitor Hypothesis: Conscious learning acts as a monitor that corrects
language output.
o Input Hypothesis: Learners need to be exposed to language that is slightly
above their current level (i+1) for acquisition to occur.
o Affective Filter Hypothesis: Emotional factors like anxiety and motivation
can influence the effectiveness of language acquisition.
2. The Critical Period Hypothesis (Lenneberg)
● Core Idea: There is a critical period, typically before puberty, during which
language acquisition occurs most easily and effectively.
● Key Concepts:
o After this critical period, language acquisition becomes more difficult and
may never reach native-like proficiency.
3. The Sociocultural Theory (Lev Vygotsky)
● Core Idea: Language learning is a socially mediated process, relying on
interaction and communication.
● Key Concepts:
o Mediation: Learners develop language skills through interactions with more
competent users of the language.
o Social Interaction: Collaborative dialogue is crucial for learning an L2.
4. The Input-Interaction-Output Model (Merrill Swain)
● Core Idea: Language learning requires not just input (listening and reading), but
also interaction (conversation) and output (speaking and writing).
● Key Concepts:
o Comprehensible Input: Language input must be understandable to the
learner.
o Interaction Hypothesis: Opportunities to use language in interaction are
crucial for developing linguistic skills.
 o Output Hypothesis: Learners need to produce language to improve their
proficiency.
5. Cognitive Theories (Information Processing)
● Core Idea: Second language acquisition is a cognitive process involving
attention, memory, and practice.
● Key Concepts:
o Declarative vs. Procedural Knowledge: Learners first understand language
rules (declarative knowledge) before using them automatically in
communication (procedural knowledge).
o Automaticity: With practice, language use becomes automatic, reducing the
need for conscious attention.
6. Connectionist Theories
● Core Idea: Language learning is about recognizing patterns in the linguistic input
the learner is exposed to.
● Key Concepts:
o Learners create mental connections between words, sounds, and meanings
based on repeated exposure to language input.
● Criticism: Overly mechanistic and does not account for deeper cognitive and
emotional aspects of language learning.
Summary
● First language acquisition theories focus on how children naturally acquire their
native language, with significant emphasis on biological predisposition
(Chomsky), interaction (Vygotsky), and cognitive development (Piaget).
● Second language acquisition theories provide insights into how older learners
acquire a new language, highlighting the importance of input, interaction, and
social context (Krashen, Vygotsky, Swain).