Kampala University

COURSE WORK November,2024

KAMPALA UNIVERSITY
SCHOOL OF GRADUATE
NUMBER NAMES REG NUMBER
1 MURWANASHYAKA Prosper KU0051722023
2 NIYOMWUNGERI Parfait
PROGRAMME: MASTER OF EDUCATION IN ENGLISH LANGUAGE &
LITERATURE.
COURSE: LANGUAGE ACQUISITION
CODE:
LECTURER: Md. Zenna KIBWANGA

QUESTION: Explain how the different theories of second language acquisition can apply
teaching second language.

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Language is at the centre of human life. We use it to express our love or our hates, to achieve our
goals and further our careers, to gain artistic satisfaction or simple pleasure, to pray or to
blaspheme. Through language we plan our lives and remember our past; we exchange ideas and
experiences; we form our social and individual identities.
The reasons the second language is being taught depend upon overall educational goals, which
vary from one country to another and from one period to another. One avowed goal of much
language teaching is to help people to think better brain training and logical thinking; another is
appreciation of serious literature; another the student’s increased self-awareness and maturity;
another the appreciation of other cultures and races; another communication with people in other
countries, and so on. Many of these have been explored in particular SLA research. For example,
the goal of brain-training is supported by evidence that people who know two languages think
more flexibly than monolinguals (Ummah, 2019)
What Is a Theory? At its most fundamental level, a theory is a set of statements about natural
phenomena that explains why these phenomena occur the way they do. Initially used to account
for individual differences in reading comprehension ability in a person’s first language, the
theory also accounts for a wide range of seemingly unrelated phenomena, such as why people
remember certain sequences of numbers and not others, why they recall certain words that have
been heard, why people vary on what parts of sentences they remember best, why certain stimuli
are ignored and others attended to, and why some students are good note takers and others are
not. A theory of working memory, then, allows psychologists to unify a variety of behaviors and
outcomes that on the surface level do not necessarily appear to be related. There are even
attempts to apply the theory of SLA to explain why some people learn faster and better than
others. Let’s take a final example, this time from language. (VanPatten, 2006)
E.g. (1) Mary said what? (2) What did Mary say?
According to (Almohawes, 2024)here are SLA theories related to most language teaching
approaches, such as behaviorism, interactionism, sociocultural, and comprehension theory.
According to Johnson (2008), "behaviorism undermined the role of mental processes and viewed
learning as the ability to inductively discover patterns of rule-governed behavior from the
examples provided to the learner by his or her environment" (p. 18).
In this perspective, the learning would happen in the process of habit formation via drills and
training. The behaviorist theory was found unaffected, making most scholars move to apply
Bruner’s constructivist theory, which views the learning process as actions that learners build
based on their past knowledge. The learners create and construct new concepts based on their
previous knowledge, practices, and experiences. Interactionism refers to acquiring the language
through interactions between learners. Hatch (1978) argued that "one learns how to do
conversation, one learns how to interact verbally, and out of this interaction syntactic structures
are developed" (p. 404).
The sociocultural theory of language acquisition is based on Vygotsky’s phycological ideas that
culture is understood through language and communication. In this view, language learning
happens through social interactions, events, processes, and activities. On the other hand, the

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comprehension vision of language learning focuses on the mental process of acquiring the
language. Krashen (2004) stated that comprehension hypothesis refers to subconscious
acquisition, not conscious learning. The result of providing acquirers with comprehensible input
is the emergence of grammatical structure in a predictable order. A strong affective filter (e.g.
high anxiety) will prevent input from reaching those parts of the brain that do language
acquisition.
Theories of second language acquisition (SLA) provide various insights into effective teaching
strategies for language learners. Here’s how some of the key theories apply to teaching a second
language:
1. Behaviorist Theory: This theory emphasizes learning through repetition, reinforcement,
and habit formation. In the classroom, it suggests the use of drills, memorization, and
repetition of phrases. For instance, teachers might encourage learners to repeat
vocabulary and phrases until they become natural, reinforcing correct responses with
positive feedback.

Application: In language teaching, this theory encourages the use of drills, repetition,
and feedback. For example, learners may practice sentence structures or vocabulary
through exercises that reinforce correct usage. This can be useful in helping learners
master grammatical rules or vocabulary.

2. Innatist Theory (Chomsky’s Universal Grammar): Chomsky argued that humans have
an innate language faculty (Language Acquisition Device). In practice, this theory
supports the idea that exposure to the target language is key, as students have the inherent
ability to process it. Teachers can create immersive environments where learners are
exposed to authentic language use, allowing their natural language-acquisition
mechanisms to work.

Application: Language teaching based on nativist theory emphasizes exposing learners

to rich, meaningful language input, believing that learners will naturally acquire language
structures as they are exposed to them. Techniques such as immersion and input-based
instruction (e.g., listening to native speakers, engaging in communicative tasks) are
rooted in this idea.

3. Interactionist Theory: This theory highlights the importance of social interaction in

learning a language. It implies that learners acquire language skills through meaningful
communication. Teachers can apply this by encouraging pair or group work, fostering
discussions, and using communicative language teaching (CLT) strategies that require
students to interact, negotiate meaning, and collaborate.

Application: In the classroom, interactionist approaches encourage learners to engage in

authentic, communicative tasks where they can practice language in context. Role plays,

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group discussions, and peer interactions are common teaching methods based on this
theory.

4. Krashen’s Input Hypothesis: Krashen’s theory emphasizes the importance of

comprehensible input slightly above the learner’s current level (i+1). In teaching, this
translates to providing students with reading and listening materials that are challenging
but understandable with context. Scaffolding and visual aids can help students process
input more easily, and engaging with materials at the right level helps improve fluency.

Application: Teachers should provide input that is slightly more complex than what the
learner can currently produce, a concept known as i+1. This can be achieved through
reading texts, listening to authentic materials, and engaging in conversations that
challenge but do not overwhelm the learner.

5. Sociocultural Theory (Vygotsky): This theory posits that learning is a social process
influenced by interaction with others and cultural context. The concept of the "Zone of
Proximal Development" (ZPD) is key, suggesting that students benefit from support from
teachers and peers to reach new levels of language competency. Teachers can apply this
by offering guided support, scaffolding, and opportunities for collaboration with more
proficient peers.

Application: In the classroom, socio-cultural theory encourages collaborative learning,

scaffolding, and guided interaction. For example, pair or group work can help learners
negotiate meaning and learn through social interaction. Teachers might provide support at
just the right level to help learners move beyond their current capabilities (zone of
proximal development).

6. Cognitive Theory: This theory focuses on the mental processes involved in learning,
such as attention, memory, and problem-solving. Teachers can incorporate activities that
help students consciously focus on specific language forms and rules, like grammar
exercises, vocabulary building, and problem-solving activities that encourage cognitive
engagement with the language.

Application: Teaching methods grounded in cognitive theory often emphasize problem-

solving and critical thinking in language learning. Tasks that require learners to actively
process language, such as tasks that involve hypothesis testing or meaning negotiation,
align with cognitive theory principles.

7. Constructivist Theory: Constructivism holds that learners actively construct their

knowledge through experiences. Teachers can implement this by using project-based
learning, tasks that relate to students' real-world experiences, and activities that allow
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students to apply the language in practical contexts. This helps learners internalize
language by linking it to their personal experiences.

Application: In this theory, teachers create tasks that simulate real-world language use
(e.g., ordering food in a restaurant, planning a trip). Learners are encouraged to use the
language for functional purposes, and language structures are taught implicitly through
tasks rather than in isolation.

By integrating these theories, teachers can create a balanced and adaptable approach to SLA that
addresses different aspects of language learning, catering to diverse student needs and learning
styles.

REFERENCE

Almohawes, M. (2024). Second Language Acquisition Theories and How They Contribute to
Language Learning. World Journal of English Language, 14(3), 181–187.
https://doi.org/10.5430/wjel.v14n3p181
Ummah, M. S. (2019). No 主観的健康感を中心とした在宅高齢者における健康関連指標に関する共分散構造分析 Title. In
Sustainability (Switzerland) (Vol. 11, Issue 1).
http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?
sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/
j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/
305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI
VanPatten, B. (2006). Theories in Second Language Acquisition. In Theories in Second
Language Acquisition. https://doi.org/10.4324/9781410615299
Johnson, M. (2008). A philosophy of second language acquisition. Yale University Press.

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