1. Empirical Theories
1.1. Behaviorism
1.1.1. Characteristics
1.1.1.1. 1. Language learning relies on stimulus-response associations reinforced by positive or negative feedback. 2. Views the mind as a "blank slate" (tabula rasa) shaped by external stimuli. 3. Focuses on habit formation through imitation and repetition.
1.1.2. Impact on EFL Learners
1.1.2.1. 1. Implemented in the Audiolingual Method (e.g., drills and pattern practices). 2. Effective for pronunciation and basic structure acquisition but limits creativity and deeper understanding.
2. Social Theories
2.1. Interactionism
2.1.1. Impact on EFL Learners
2.1.1.1. 1. Stresses active participation in communication. 2. Teachers play a critical role as mediators, facilitating interaction and feedback.
2.1.2. Characteristics
2.1.2.1. 1. Language acquisition results from interaction between innate readiness and exposure to linguistic input in social contexts. 2. Advocates for real-life communication to confirm or reject language hypotheses. 3. Vygotsky emphasizes cultural and social contexts as key to learning.
2.2. Environmentalism
2.2.1. Characteristics
2.2.1.1. 1. Focuses on contextual (e.g., quality of input) and affective (e.g., motivation, attitudes) factors. 2. Highlights interconnections between cognitive, emotional, and environmental variables. 3. Includes Cummins' BICS (conversational skills) and CALP (academic language proficiency), emphasizing distinct levels of language competence.
2.2.2. Impact on EFL Learners
2.2.2.1. 1.Encourages emotional support and rich input for successful language acquisition. 2. Particularly relevant for learners in immersive or migration contexts.
3. Rationalist Theories
3.1. Innatism
3.1.1. Characteristics
3.1.1.1. 1. Introduced by Chomsky, it posits the existence of a Language Acquisition Device (LAD), innate to humans. 2. Language learning is a creative process, enabling the generation of novel sentences based on linguistic rules. 3. Emphasizes the independence of language ability from other cognitive systems.
3.1.2. Impact on EFL Learners
3.1.2.1. 1. Explains the rapid acquisition of basic grammar in young learners. 2. Highlights the ability to produce novel sentences beyond mimicry (e.g., creative errors like *“goed” or * “eated”).
3.2. Cognitivism
3.2.1. Characteristics
3.2.1.1. 1. Language is part of general cognitive processes like memory, perception, and problem-solving. 2. Influenced by Piaget, it focuses on internal processes where learners assimilate and accommodate new knowledge with prior schemas. 3. Outlines developmental stages (sensorimotor, pre-operational, concrete operational, and formal operational).
3.2.2. Impact on EFL Learners
3.2.2.1. 1. Encourages teaching tailored to learners’ cognitive stages. 2. Promotes tasks that integrate critical thinking and logical reasoning alongside language learning.