Language Acquisition Theories

** What if grammar isn’t something we teach, but something learners build through use? I’ve been reading Explicit and Implicit Learning in Second Language Acquisition by VanPatten & Smith (2022). One of the most compelling frameworks in the book is the Usage-Based Approach (UBA) to SLA. Here’s what stood out. 1) No special “language module” in the brain UBAs reject the idea that we’re born with a Universal Grammar. Instead, they argue that language is learnt through the same cognitive abilities we use to categorise animals, remember names, or notice social patterns. In short: there’s nothing special about grammar. It’s not pre-wired. What we call grammar is something learners build over time through exposure to real language. The implication? Learners don’t arrive with an internal template waiting to be filled with rules. What they build depends on what they encounter and how often they encounter it. So when we jump straight into rules, drills, and controlled practice (without meaningful input) we’re often skipping the phase where language actually forms in the mind. 2) Language is a network of patterns, not rules UBAs describe learning as the gradual development of contingency networks. When learners hear “the car,” “the movie,” or “the idea” again and again, their brain starts to expect that “the” will be followed by a noun, not because we taught them the rule, but because they’ve experienced it enough. This is how language learning begins: - Item-based chunks like “Can I help you?” or “I don’t know.” - Then, over time, learners abstract a schema like “Can I [verb] you?” This means learners don’t need us to start with general rules. They need to hear and use specific phrases often enough for those generalisations to emerge. 3) Grammar is emergent, not fixed Grammatical categories like “noun phrase” or “third conditional” don’t exist in the brain as innate boxes. They emerge as learners are repeatedly exposed to patterns that are: * Frequent * Predictable * Salient * Communicatively useful So no, one or 2 lessons on the past perfect won’t do it. Learners need to bump into those forms again and again, in context, with meaning attached. This is why recycling and task repetition are so powerful. A learner’s system doesn’t evolve through explanations, it evolves through meaningful encounters. 4) Language is procedural, not stored as facts One of the most striking claims from the UBA view is that language is not stored as facts to be recalled. It’s procedural knowledge...like knowing how to ride a bike. So when a learner produces “She go to the shop yesterday,” the problem isn’t that they forgot the rule. It’s that their internal system hasn’t been exposed to (and hasn’t yet proceduralised)the right pattern. Explaining the past tense won’t fix that. But repeated, meaningful exposure to forms like “She went to the shop yesterday” might. (continue in the comments)

How Languages are Learned – Patsy M. Lightbown & Nina Spada 🔹 Overview How Languages are Learned is a highly influential book in the field of applied linguistics and second language acquisition (SLA). Written by Patsy Lightbown and Nina Spada, it bridges the gap between complex research and practical classroom teaching. The book is widely used by language teachers, teacher trainees, and researchers who want a clear and accessible introduction to how learners acquire additional languages. 🔹 Key Themes & Content 1. First Language Acquisition – Explains how children acquire their mother tongue, providing a foundation for understanding second language learning. 2. Second Language Acquisition Theories – Summarizes key theories (behaviorism, innatism, interactionist perspectives, input/output hypotheses, sociocultural views). 3. Individual Learner Differences – Discusses factors such as age, aptitude, motivation, personality, and learning styles. 4. Classroom Research – Looks at how different teaching approaches (focus on form, communicative language teaching, immersion, task-based learning) impact learner outcomes. 5. Practical Applications – Connects theory to teaching practice, showing how teachers can create effective language learning environments. 🔹 Strengths 🌟 Accessible Language – Explains complex research in simple, teacher-friendly terms. 🌟 Balanced Perspective – Presents multiple theories without being biased toward one. 🌟 Practical Relevance – Links SLA research directly to classroom teaching strategies. 🌟 Updated Examples – The latest edition integrates recent developments like multilingualism and technology in language learning. 🔹 Limitations 🔅 Some readers may find certain sections too simplified compared to original research. 🔅 It is more of an introductory text than a deep theoretical analysis. 🔹 Why Teachers Should Read It 🌟 Helps teachers understand why learners struggle with certain aspects of a language. 🌟 Offers insight into how age, exposure, and instruction affect language development. 🌟 Encourages reflective teaching by connecting classroom practices with SLA research. 🔹 Conclusion How Languages are Learned is a must-read for language teachers, providing both theoretical foundations and practical classroom applications. It equips educators with the knowledge to make informed teaching decisions, making it one of the most valuable books in language education.

There’s a simple, powerful practice supported by four major theories in language acquisition, and it doesn’t get the attention it deserves. When students speak in real time using complete, supported language frames, they activate the systems that drive academic language across reading, writing, speaking, and comprehension. This approach is grounded in decades of research: 1. Krashen’s comprehensible input theory: Language grows through exposure to input just beyond a student’s current level. 2. Swain’s output hypothesis: Producing language builds awareness of how language works. 3. Long’s interaction hypothesis: Development happens through meaningful, real-time conversation. 4. Socio-cultural theory: Language takes root through purposeful use in social settings. This research informs how we design programs like OL&LA at CORE Learning by creating opportunities for students to use academic language with structure and intention across subject areas.