Foundational Theories of Language Acquisition and Teaching Methods

Learning Theories

1. Behaviorism

   Everything can be measured and quantified. Consciousness does not exist, and as Watson stated, "Mind is behavior and nothing else."

2. The Gestalt Theory

   Focuses on perception and problem solving.

3. The Multiple View of the Psychology of Learning (Gagné)

   Establishes eight different learning processes.

4. The Innate Philosophy

   Posits that the human being possesses an innate language ability.

5. The Cognitive Philosophy

   The pillars of the cognitive learning theory are:

   • Piaget's constructivism philosophy.
   • Ausubel's meaningful learning theory.
   • Bruner's categorization activities.
   • Vygotsky's cooperative interaction.
   • Research on the treatment of information.

Intervening Factors in the Language Teaching-Learning Process

Similarities and Differences Between the Acquisition of L1 and L2

1. Common Factors

   These include Intrapersonal, Interpersonal, Environmental, and Didactic or Methodological factors.

2. Specific Factors

   • The existence of a hypothetical "natural order of acquisition" (Corder and Halliday).
   • The role of age in Foreign Language Learning.
   • The role of acquisition situations in a foreign language.
   • The role of the underlying cognitive processes.

Theoretical-Practical Principles and Didactic Repercussions

Derived from psychological and psycholinguistic research:

1. Methodological Foundations from the Natural Approach

   1. Using Krashen's theory, we estimate that the natural situation is the only one that promotes language acquisition.
   2. Neither age nor situation is important in the learning process. The truly crucial element is the activities or tasks carried out with the language.
   3. Influenced by Krashen, we recognize the importance of encouraging the language student’s self-confidence (addressing emotional filters and/or anxiety).

2. Methodological Foundations from the Communicative Approach

   1. A natural acquisition situation is not sufficient to learn a language. Linguistic immersion should be the first step, followed by reflection, which secures the sensorially acquired data in memory.
   2. The dichotomy between the formal situation (where only learning is possible) and the informal situation (where acquisition is possible) is not tenable in the school setting.
   3. The union between impregnation processes (Krashen) and reflection processes is necessary in foreign language learning. Nowadays, language teaching-learning is often referred to as a "continuum" between formal knowledge and instrumental knowledge of that language.
   4. The teaching-learning process must not be centered around the content; rather, the student should be the focus.
   5. The didactic act is a communicative act in itself.