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Three types of input discussed by Ellis (1986).

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Three types of input discussed by Ellis (1986).

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(1) - Behaviourist view: It emphasizes the importance of the linguistic environment, wich is treated in terms of stimuli and feedback.

(2) - Nativist view: It minimizs the role of the input and explains language development primarily in terms of the leraner's internal processing mechanisms.

(3) - Interactionist view: It sees language development as the result both of input factors and of innate mechanism.

Language acquision derives from the collaborative efforts of the learner and his interlocutors and involves a dynamic interplay between external and internal factors.

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Learners followed a more-or-less universal and invariable route in acquiring both grammatical morphemes such as plural-s and 3rd person-s and syntactical constructions such as negatives and interrogatives. L2 acquisition seemed to involve a natural process of creative construction, and transfer from the L1 was minimal.
Theorical influencers:  L1 acquisition research (e.g. Klima & Bellugi, 1966; Brown, 1973).

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Language transfer -  Language transfer was reconceptualized as a cognitive rather than behaviourist phenomenon; the emphasis was now on the conditions that governed negative and positive transfer and avoidance.
Theorical influencers:  Reaction to both behaviourist accounts (e.g. Lado, 1957) and the minimalist position (Krashen, 1983).

Linguistic universals Universal Grammar (UG) -  Researchers tested hypotheses drawn from linguistics – in particular whether L2 learners had access to UG. Markedness and universal principles governed both order of acquisition and language transfer.
Theorical influencers:  Linguistic theory: Typological universals – (Comrie, 1984); Generative grammar – (Chomsky, 1965).

Second language pragmatics -  The focus was on the comprehension and production of speech acts such as requests and apologies and the identification of pragmatic and pragmalinguistic differences between native and non- native speakers.
Theorical influencers:  Speech act theory (Searle, 1969); politeness theory (Brown & Levinson, 1987).

Input and interaction -  Researchers addressed how the linguistic environment influenced L2 acquisition. Three influential hypotheses: (1) the Input Hypothesis, (2) the Interaction Hypothesis and (3) the Comprehensible Output Hypothesis.
Theorical influencers:  Research on foreigner talk – (Ferguson, 1975); L1 acquisition research on caretaker talk – (Wells, 1985); discourse analysis – (Coulthard, 1977).

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Conscious attention to exemplars of linguistic features in input and output (‘noticing’) required for acquisition; implicit and explicit knowledge are fundamentally different with implicit knowledge primary; interface positions.
Theorical influencers:  Cognitive psychology – information processing models; implicit/explicit knowledge (Reber, 1976, 1993); Adaptive Control of Thought – Rational Theory (ACT-R) (Anderson, 1980).

MY POINT OF VIEW:
The cognitive phase is relevant for my context teaching because the age that I teach frequently learn what I teach to them, but if someone asks the name of the structure the child will not know how to answer the question. Of course we need to teach in a formal way for them, and that is what I do, but I do not expect from them in this age to know exactly the names of each structure. For me the most important thing is if they know how to use it in their own context.

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Social turn (Late 1990s onwards and 1990s onwards)

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Social turn (Late 1990s onwards and 1990s onwards)

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The Social Turn -  Learners have agency and actively construct their own learning contexts; social identity is crucial; learner– learner interactions are common; learners have local agendas.
Theorical influencers:  Socialization theories e.g. Community of Practice Theory (Lave & Wenger, 1991); Poststructuralist theories (Bourdieu, 1986).

Sociocultural SLA -  Learning commences externally WITHIN interaction. Key constructs – mediation; private speech; zone of proximal development; internalisation; collaborative dialogue; ‘languaging’; dynamic assessment. Theorical influencers:  Sociocultural theory (Vygotsky, 1978, 1986). Sociocognitive theory (Atkinson, 2014).

MY POINT OF VIEW:
The Social turn phase is relevant for me because I really believe that learners can and should be active in the construct of their own knowledge. I work in a private school where kids need to work in pairs and groups most of the time. Even with Covid-19 I try to maintain this cooperative learning in my classroom. but in the safest way. They need to talk, dance and sing, they will do it anyway, so I prefer to implement this kind of activity in my daily routine so I can work with them in a pleasant context.

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Recent developments (2000s onwards ans 2010s)

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Recent developments (2000s onwards ans 2010s)

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Complex Dynamic Systems Theory -  Combines social and cognitive perspectives on L2 acquisition; views learning as individualistic and non-linear; interconnectedness of multiple variables; predictions about how learning will occur not possible.
Theorical influencers:  Originated in mathematics and science – e.g. Catastrophe Theory and Chaos Theory; also influenced by emergentist theories of learning

The multilingual turn -  Rejects viewing bilingualism in terms of the development of monolingual competence; makes multilingualism the central area of enquiry and emphasizes the multiple competencies of bi/ multilingual learners; translanguaging.
Theorical influencers:  Transdisciplinary