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Children learn from their first language through stimulus, response and reinforcement and postulating imitation and association as essential processes (Boyle & Peregoy,  pg. 60-61).

Behaviorist theory does not explain how any novel utterances is produced, even those that are grammatically correct (Boyle & Peregoy, pg. 61).

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Behaviorist Theory of Second Language Acquisition

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Children construct grammar through a process of hypothesis testing.  Children receive little help from their parents or caregivers when their grammar is incorrect.

IE: A child may hypothesize the rule that all plural nouns end with an -s, child to childs or man to mans. They will eventually revise their hypothesis to accommodate exceptions to the plural rule (Boyle & Peregoy, pg. 61).

According to page 61 in our text, Chomsky was a linguist with a genius for analyzing syntax. His explanations of grammatical rules and transformations became the subject of Psychological research on language use in the interdisciplinary field of psycholinguistics.

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Mothers and caregivers play a significant role in adjusting language to children for language acquisition.  This view involves nature and nurture.

Conversational scaffolding is used between a mother/caregiver and child. In my case, it will involve a teacher and student in my example.

Student: Gummies please?
Teacher: You would like some more gummy bears? Nice asking.  What other snack would you like?
Student: Apples.
Teacher: You would like some apples too? Again, nice asking.

The teacher repeats the student's meaning and understanding the student's word usage while modeling it the correct way.

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According to page 65, the process involved in second or foreign language learning consisted of imitation, repetition, and reinforcement of grammatical structures.  Errors will be corrected immediately to avoid bad habits that will be difficult to overcome later.

Audiolingual method, which is tape-recorded dialogues are presented for students to memorize, followed by pattern drills for practicing verb forms and sentence structures.

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The creative construction theory is for second language development.

There was a large-scale study involving students for Spanish-speaking and Chinese-speaking children learning English. English samples were collected involving colorful cartoon pictures in an interview.  The grammatical errors were analyzed to determine whether they could be influence from their first language or whether they were similar tot he types of errors young native English-speaking children make (Boyle & Peregoy, pg. 65).

In the results, they concluded that second language acquisition is similar, though not identical, to first language acquisition (Boyle & Peregoy, pg. 66).

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Acquisition/Learning
Krashen believed there was a distinct difference between acquiring and learning. The main focus is communication, not accuracy of form. He states that learning cannot turn into acquisition and that it is only acquired language that is available for natural, fluent communication (Boyle & Peregoy, pg. 66).

Monitor
As the student produces sentences, the monitor "watches" the output to ensure correct usage. Three conditions are needed: sufficient time, focus time grammatical form, and explicit knowledge of rules (Boyle & Peregoy, pg. 66). The true base of their language knowledge is only that which has been acquired. He recommends that the focus of language teaching should be communication (Boyle & Peregoy, pg. 67).

Natural Order
"Language learners acquire the rules of language in a predictable sequence. Certain grammatical features, or morphemes, tend to be acquired early, whereas others tend to be acquired late (Boyle & Peregoy, pg. 67)."

Input
"Second language acquisition is the direct result of learners' understanding the target language in natural communication situations (Boyle & Peregoy, pg. 67)."

1. It must be understandable.
2. Contain grammatical structures that are just a bit beyond the acquirer's current linguistic knowledge.
3. It must be part of naturally flowing language used for authentic, purposeful communication.

Affective Filter
Addresses affective or social-emotional variables related to second language acquisition.

"Krashen concluded that a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem is most affective for students. He 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 drills (Boyle & Peregoy, pg. 68)."