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As in learning a first language, interactionist theory is similar in learning a second language. One difference in second language acquisition is the give-and- take in communication between a native speaker and non-native speaker. According to Peregoy and Boyle (2017) "They focus on the ways in which native speakers modify their speech to try to make themselves understood by English-learning conversational partners" (page 68).This give and take is called negotiation of meaning.This type of communication gives some control to the non-native speaker to ensure their partner provides input that is comprehensible for them to understand.

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L2: Second Language Acquisition Theories

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L2: Second Language Acquisition Theories

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Peregoy, F., & Boyle, O. (2017).  Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners (7th ed.). Boston: Pearson Education. Inc..

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In Krashen's fifth hypothesis, it approaches the social and emotional aspects of second language acquisition.According to Peregoy and Boyle (2017) "Citing... Krashen concludes that the most important affective variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self -confidence, and self-esteem" (page 67). This means that second language learners learn best when the students filter is low, where they are comfortable, confident, engaged and motivated to learn the new language.

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Second language acquisition is the direct result of language input from learners understanding the target language in a natural communication setting. There are three constraints that Krashen mentions with this hypothesis. According to Peregoy and Boyle (2017) "(1) it must be understandable... comprehensible input; (2) it must contain grammatical structures... (3) it must be part of naturally flowing language... purposeful communication" (page 67). This means that the language learner must be able to understand the language, that grammar structures are used, and it must be communicated in a natural setting.

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This hypothesis is when learners acquire rather than learn a language. According to Peregoy and Boyle (2017) "That is, certain grammatical features, or morphemes, tend to be acquired early, whereas others tend to be acquired late" (page 67). This means that language acquisition is learned through a natural order of life.

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According to Peregoy and Boyle (2017) "Krashen proposes that the format study of language leads to the development of an internal grammar editor or monitor" (page 66). Krashen believes that children learn by monitoring their output. They do this in listening to their speech or reading their writing, and then they make corrections to their output. Finally, he asserts that communication should be the focus on language teaching.

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This is the fist of Krashen's hypothesis. According to Peregoy and Boyle (2017) "He defines acquisition as a natural process that occurs when the target language is used in meaningful interactions with native speakers" (page 66). This means that to acquire a second language, you have to communicate with others through discourse and interactions. According to Peregoy and Boyle (2017) "Language learning, in contrast, refers to the formal and conscious study of language forms and functions as explicitly taught in foreign language classrooms" (page 66). This means that besides acquiring the language through communication, language forms and functions must be taught in foreign language classrooms. Finally, Krashen leans more towards acquisition for learning a second language.

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In learning a second language, Chomsky's theory of innatist also influenced the research of second language acquisition. According to Peregoy and Boyle (2017) "English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition" (page 66). This means that studies of second language learners results in very similar findings as learning a first language.

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Is a second language learned with the same behaviorist theory as learning a first language? Many studies show that it is similar in some ways. According to Peregoy and Boyle (2017) "One behaviorist language teaching method popularized in the 1960s is the audiolingual method, in which tape -recorded dialogues... to memorize... pattern drills... and sentence structures. Students are first taught to listen and speak and then to read and write based on the assumption that this is the natural sequence in first language acquisition" (page 65). This sequence has been disputed since the 1960s. In second language acquisition, behaviorist processes involved imitation, repetition, and reinforcement, instead of stimuli, response, reinforcement which is used in first language acquisition.

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Interactionist theory challenges innatist theory by adding the interaction between other people and the child, or adding nurture along with nature. According to Peregoy and Boyle (2017) "This view contrasts sharply with the innatist perspective that adapting language has little effect on a child's acquisition process. The interactionist view... the importance of both nature and nurture in the language acquisition process" (page 612). This means that interactionist theorist believe that caregivers are needed to help with rules of discourse when children are acquiring language. For example, appropriate and non-appropriate forms of expression.

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This theory challenged the behaviorist theory. According to Peregoy and Boyle (2017) "Specifically, Chomsky claimed that infants universally possess an innate "grammar template," or universal grammar, which will allow them to select the many grammatical rules... gradually construct the grammar of their mother tongue" (page 61). This means that Chomsky believes that an (LAD) language acquisition device is pre-wired in all of us before we come into the world and that children create sentences by using rules and not just what adults repeat to the children, like the behaviorist theory.

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This is a learning theory which emphasizes stimulus, response, and reinforcement in its basic elements of learning. This theory is also used in language acquisition. According to Peregoy and Boyle (2017) "For example, to learn the word ball, the child would first associate the word ball with the familiar spherical object, the stimuli. Next, the child would produce the word by imitation (response), at which time an adult would praise the child for saying ball,... reinforcing the child's correct verbal response" (page 61). This means that this learning theory covers all types of learning including learning positive behavior and learning positive language acquisition.