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Mothers use conversational scaffolding with their toddlers. Using scaffolding to communicate and provide linguistic input, the child is supported to communicate according to his or her own interests and language abilities.

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The behaviorist theory provides no explanation for how novel utterances are generated, regardless of whether they are grammatically correct. Child language experts observe that parents show reinforcement for the meaning of their children's words, not for grammatically correctness.

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Behavioristic Theory (First Language Acquisition) Edward Thordike/B. F Skinner (WELL EXPLAINED)

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"Behaviorism as a major learning theory emphasizing stimulus, response, and reinforcement as the basic elements of learning." (pg. 60)

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Chomsky proposed that linguistic knowledge could only be acquired through a biologically based language acquisition device and that infants must come into the world equipped with the "wiring for linguistic analysis."

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Using contrastive analysis, two languages can be compared phonologically, morphologically, and syntactically in order to predict difficulty areas in the acquisition of a second language. When both languages have different rules of enunciation and pronunciation, the contrastive analysis predicts difficulties.

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The traditional sequence for first language acquisition is for students to first learn to listen, speak, then read and write.

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The speech produced by English language learners is also considered an important variable in the language acquisition process, in addition to social interaction.

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Theories of Language Acquisition -part 4 (The Interactionist Theory)

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Behaviorism and Second Language Acquisition

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"Children construct grammar through a process of hypothesis testing... Thus, children create sentences by using rules rather than by merely repeating messages they have heard, as assumed by behaviorists." (pg. 61)

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"Caregivers play a critical role in adjusting language to facilitate the use of innate capacities for language acquisition. This view contrasts sharply with the innatist perspective that adapting language has little effect on a child's acquisition process." (pg. 62)
"The interactions perspective acknowledges the important roles of both the child and the social environment in the language acquisition process." (pg. 63)

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"The audiolingual method is a process involved in second or foreign language learning consisted of imitation, repetition, and reinforcement of grammatical structures. Errors were to be corrected immediately to avoid forming bad habits that would be difficult to overcome later." (pg. 65)

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"Krashen asserts that there is a distinct difference between acquiring and learning a second language. He defines acquisition as a natural process that occurs when the target language is used in meaningful interactions with native speakers." "Krashen claims (1) that learning cannot turn into acquisition and (2) that it is only acquired language that is available for natural, fluent communication." (pg. 66)

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"English language learners creatively construct the rules of the second language in manner similar to that observed in first language acquisition. Dulay and Burt therefore concluded that second language acquisition is similar, though not identical, to first language acquisition." (pg. 66)

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"Interactionist view the communicative give-and-take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process. They focus on the ways in which native speakers modify their speech to try and make themselves understood be English-learning conversational partners." (pg. 68)

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"Krashen proposes that the formal study of language leads to the development of an internal grammar editor or monitor. As the student produces sentences, the monitor "watches" the output to ensure correct usage." (pg. 66)

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"language learners acquire (rather than learn) the rules of language in a predictable sequence. That is, certain grammatical features, or morphemes tend to be acquired early, whereas others tend to be acquired late." (pg. 67)

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"second language acquisition is the direct result of learners' understanding the target language in natural communication situations. In other words, comprehensible input is the causative variable in language acquisition... Krashen suggests that acquirers are able to understand this challenging level of input by using context, background knowledge, and non-linguistic cues such as gestures and pictures." (pg. 67)

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"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... Krashen urges teachers not to force production, but rather to allow students a silent period during which they can acquire some language knowledge by listening and understanding, as opposed to learning it through meaningless rote drills." (pg. 68)