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Watson

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Chomsky

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Larry Selinker

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Stephen Krashen

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Ausubel

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Van Ek, Wilkins

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Behaviorist explanations are sometimes called Stimulus Response explanations because they only refer to observable stimulus and responses and ignore everything else, all behavior was explained using classical and operant conditioning.

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Communicative language teaching syllabus the teaching according to notional and functional categories and it concentrates on:

1. Interactions: using language to communicate.

2. Tasks: using language to perform meaningful tasks.

3. Learner: putting the learner’s interests, needs in the forefront.

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It describes two kind of meanings:

Notional categories: concepts like time, sequence, quantity, location and frequency.

Functional categories: requests, offers, complaints, invitation.

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Predicting which linguistic items in which Interlingua situations can be fossilized is a difficult task.

Much correction by EFL/ESL teachers might lead to lack of motivation.

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The making of errors helps the learner to test hypothesis about the target language system.

It has brought significant changes in the teaching methodology.

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The linguistic system evidenced when an adult second language learner attempts to express meanings in the language being learned.

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It is the system of principles, conditions and rules that are elements or properties of all human languages.

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Principle

The basic concept behind this principle is that linguistic principles operate on syntactic (or structural) units.

Parameters

They refer to a set of goals that must be achieved when learning a language.

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There are three emotional attitudinal factors that may affect acquisition and that may impede, block of freely passes necessary input for acquisition, they factors are motivation, self-confidence and anxiety.

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It relates to acquisition not the learning and states that people acquire language best by understanding input that is slightly beyond their level of competence.

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It is a language teaching approach which claims that language learning is a reproduction on the way humans naturally acquire their native language, communication is the primary function of language.

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It studies changes in behavior that are caused by a person’s direct experience of their environment, using the principles of classical and operant conditioning to explain them.

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There is a difference between acquisition and learning acquisition the way in which a speaker acquires the first language, it is an unconscious process that involves the naturalistic development of language proficiency, while learning refers to a formal knowledge of a language in which it is necessary a formal teaching.

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It states that we may use learned knowledge to correct ourselves when we communicate.  Three conditions limit the successful use of the monitor: time, focus on form and knowledge of rules.

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This approach to the teaching of second and foreign languages emphasizes interaction as both the means and the ultimate goal of learning a language.

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It claims that the same natural order is found in second language acquisition.  It is also believed that errors are signs of naturalistic developmental process.

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It is the natural way, paralleling first language development in children and refers to and unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.

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Refers to formal knowledge of a language.  It is the process in which conscious rules about a language are developed, formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules.

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This approach focus on the understanding of information and concepts.  It refers to the study of mental processes such as memory, language, production, thinking, reasoning and perception.