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Major learning theory "emphasizing stimulus, response, and reinforcement as the basic elements of learning" (60, Boyle Peregoy). In terms of language, the child would first learn the word through stimulus then connect the word to their stimulus, locking it in when praised or encouraged.

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An example of this theory from the text on page 61 is teaching a child the word "ball". At first the child would hold a ball or another spherical object and associate the word ball with that object. That would be the child's stimulus. Next, the child would say the word ball imitating the adult. If said and associated correctly, the adult will offer praise "reinforcing the child's correct verbal response."

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By correcting the child does confusion arise?

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"English language learners creatively construct the rules of the second language in a 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" (Peregoy, Boyle, 66).

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Interactionist believe that it is important to let children naturally learn their language however, there should be adjustments or modifications made when possible in order to nurture the language.

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When learning how to speak innatist believe that "children construct grammar through a process of hypothesis testing" (Peregoy, Boyle, 61).

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Krashen "defines acquisition as a natural process that occurs when the target language is used in meaningful interactions with native speakers" (Peregoy, Boyle, 66). Students are learning through conversation and communication.

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In this hypothesis the focus is more on writing than speaking. There are three conditions that are needed in order for a student to use the moniter: "sufficient time, focus on grammatical form, and explicit knowledge of the rules" (Peregoy, Boyle, 66). Students write out sentences and the monitor watches for errors to make sure that the student is writing correctly and using correct grammar.

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In this hypothesis students "learners acquire (rather than learn) the rules of a language in a predictable sequence" (Peregoy, Boyle, 67).

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"Three constraints underlie Krashen’s definition of input:
(1) it must be understandable, thus the term comprehensible input;
(2) it must contain grammatical structures that are just a bit beyond the acquirer’s current linguistic knowledge (abbreviated as i + 1, with i meaning input and +1 indicating the ideally challenging level);
(3) it must be part of naturally flowing language used for authentic, purposeful communication" (Peregoy, Boyle, 67). It is important to acquire the language through context clues, background knowledge, and pictures or gestures.

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Through this hypothesis it is important that social-emotional variables are considered. Through various studies Krashen concluded that "that the most important effective variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem" (Peregoy, Boyle, 67). Having an understanding of what is being taught is more valuable and effective than routines and drills.

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Behaviorist Theory of Second Language Acquisition

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Pros: The child is learning correct language pronunciation and some association.
Cons: Sometimes to child is saying phrases that they do not always know the meaning of.
When teaching this method to 40 people only 1-2 people said that they learned this way.

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When learning a second language, children listen to recorded tapes and are required to memorize what is being said on the tapes along with errors being corrected immediately. "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" (Peregoy, Boyle, 65)

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Innatist Perspective - Teaching Theories

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On page 61, an example of this theory is when learning about plural nouns, children will hypothesis that all nouns get an 's' on the end. Over time, they will revise their hypothesis and learn the correct rules for exceptions when it comes to plural nouns.

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Child: Birthday cake Megan house
Mom: We had birthday cake at Megan's house. What else did we do at Megan's house?
Child: Megan dolly.
Mom: Megan got a doll for her birthday, didn't she?
(Peregoy, Boyle, 63).

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Pros: Gives the student a chance to learn from their mistakes naturally instead of forcefully correcting them.
Students can tie together similarities and differences from their native language to the language they are learning which can help make more meaningful connections and knowledge learned.
Cons: The input given is unstructured.
It might take time to fix errors that were not corrected when first learned

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This is used to compare the native language to the language being learned in order to find similarities that can help connect what the learner knows to what they are learning in order to "predict areas of difficulty in second language development" (Peregoy, Boyle, 66). An example from the text is when a Spanish speaking student is learning plural nouns in English they can see that the rule for adding 's' is similar in English as it is in Spanish making this grammatical rule easier to learn.

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Concluded "that language acquisition could only be accounted for by an innate, biological language acquisition device (LAD) or system" and that "infants universally possess an innate “grammar template,” or universal grammar, which will allow them to select the many grammatical rules of the language they hear spoken around them, as they gradually construct the grammar of their mother tongue"(Peregoy, Boyle, 61).