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Behaviorists developed a theory of language acquisition based upon behaviorist psychology. This theory espouses the belief that children acquire their first language through "stimulus, response, and reinforcement" (p. 60) -- that is, the imitation of sounds, repetition, and positive or negative feedback in terms of grammar or vocabulary usage.

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Through the behaviorist perspective of second language acquisition, students engage in rote memorization of stimulus and response.  The "audiolingual method" central to this approach requires students to listen to "tape-recorded dialogues...followed by pattern drills for practicing verb forms and sentence structures" (p. 65).  Ultimately, there is little research supporting its effectiveness in second language acquisition.

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Innatist theory rejects the behaviorist theory of first language acquisition, pointing to improvisations children make as they learn to speak as evidence that language acquisition is not as simple as rote repetition and reinforcement.

In terms of first language acquisition, innatist theory states that all humans are born with an ability to process and learn language, and that we learn through trial-and-error, developing understanding of grammar rules and larger and larger vocabularies as we mature. Additionally, this theory downplays the role of other people in our first language acquisition, stating that "children acquire grammatical rules... with little help from their parents or caregivers" (p. 62).

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As to second language acquisition, creative construction theory was developed under the umbrella of innatist theory.  The essence of creative construction theory is that "English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition" (p. 66).  Essentially, innatist theory of second language acquisition is that students will model their learning on how they learned their first language, making corrections as they learn more specific grammar rules and as they mature in vocabulary development.

Stephen Krashen further divided innatist theory of second language acquisition into five hypotheses (pp. 66-68):
(1) The Acquisition/Learning Hypothesis:  learning a language is knowing its rules and structure; acquiring language is being able to communicate effectively in that language;
(2) The Monitor Hypothesis: language learning creates an "internal grammar editor" (p. 66) which may be more useful for written communication as it tends to hinder fluent verbal interactions;
(3) The Natural Order Hypothesis:  students of a second language learn the rules for that language in a predictable pattern;
(4) The Input Hypothesis:  students will learn a second language if material is presented to them in a comprehensible format that remains challenging yet purposeful; and
(5) The Affective Filter Hypothesis:  the environment in which students are attempting to learn, as well as the motivation of the students themselves, play a significant role in second language acquisition.

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Interactionist theory builds upon the idea that humans have an innate capacity for language by addressing the role that human social interactions plays in development of first language acquisition.  Essentially, this theory is centered in the idea that "children are constantly constructing meaning as they interact with people and the world around them, and through these interactions, they gradually sort out the nuances and multiple meanings of words and phrases" (p. 63).

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The acquisition of the second language is dependent upon quality interactions between native and non-native speakers of the target language. The goal is for non-native speakers to use their growing knowledge of the second language to negotiate conversations; in this way, second language learners apply grammar rules and structures in new ways to express meaning. Interactionists refer to this "process of give-and-take in communication" as "negotiation of meaning" (p. 68). As learners mature in their vocabulary development and grammar structures, this negotiation of meaning likewise becomes more complex in terms of the style and abstract concepts students are able to express.

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

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Linguist who changed the way languages are taught

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Halliday's ground-breaking work was recognised by the University of Sydney.