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5 MAIN TEACHING AND LEARNING THEORIES IN SLA DISCUSSED BY ELLIS. 

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5 MAIN TEACHING AND LEARNING THEORIES IN SLA DISCUSSED BY ELLIS. 

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The audiolingual method:
The acquisition of L2 seemed to involve a natural process of creative construction and L1 transfer was minimal.

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Comprehension and production of speech

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It views the learners as a "language producing machine". The environment is seen as the determining factor.

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It views the learner as a "grand initiator".  It is thought that exposure to language can't guarantee the acquisition.

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It combines the input factors and the innate mechanisms. It is also considered a result of the interaction between "learner's mental abilities and the linguistic environment".

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Conscious Attention

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Learner interaction
Knowing is not just an individual matter, linked to cognitive processes, but it is considered a matter of exchange, of learning with and through the other, of our experience. "A strong community fosters interactions and relationships based on mutual respect and confidence. It encourages a willingness to share ideas, expose your own ignorance, raise difficult questions and listen carefully" (Wenger).  With the advancement of information and communication technologies, relationships in social networks have become increasingly complex, both inside and outside organizations. In these relationships networks, people make every communication generates thoughts and meanings which give rise to new meanings.

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Social and cognitive perspectives
Over the years, SLA has transformed its research methodology into a richer and more sophisticated way. In part, this was in response to the expansion of the SLA field, but it is also a reflection of greater technical knowledge of researchers and willingness to submit the procedures used to collect and analyze data. One example of this sophisticate studies is Cook (2003), when he states that bilinguals use languages for different purposes, specially, those who have a linguistic system of much greater complexity. Therefore, the parameters used to assess a monolingual speaker's knowledge of their mother tongue should not be used as a parameter to assess the knowledge that bilinguals have of each of their languages.