Craig Thaine is the co-author of our course Cambridge English Empower, and has been involved in ELT for over 30 years. In this webinar, he discussed second language acquisition and manageable learning, as well as the implications for the ELT classroom.
What do we mean when we say ‘language acquisition’? In the past, a distinction was made between language acquisition and language learning – the former was associated with ‘learning language by ear’ and the idea that people could simply absorb a foreign language. However, there is much less distinction between the terms nowadays, and they can be used interchangeably. Another important term in this context is ‘interlanguage’ – language produced by a language learner. Interlanguage often includes inaccuracies, but we can generally understand the meaning the learner is trying to convey.
There are two main theories of Second Language Acquisition (SLA):
Processability theory
This theory states the language processor in our brains acquires language items in a certain developmental order. Processability theory suggests learners have a kind of internal syllabus allowing them to learn some language items before others. This means that trying to teach a language form before learners are ready for it could result in the learners being unable to acquire the form. At the same time, learners will produce a range of incorrect variants while trying to use the most complicated form before they’re ready (for example: ‘What she seen?’ instead of ‘What has she seen?’). Processability theory appreciates the fact that learners will follow different developmental trajectories, since their internal syllabi vary. At the same time, it is interesting to note that learners with different L1 backgrounds tend to learn in a similar order in this area.
Complexity Theory
Complexity Theory states language learners do not process language in a computational way. Language learning is dynamic and involves constant change, with a variety of influences – but what does this mean in a classroom environment?
- Each learner is different and has different language needs.
- Each learner’s interlanguage is different (and often surprising).
- Learning is not a neat, step by step process.
- Learners can often take one step forward and two steps back as they adapt and restructure their interlanguage.
Together, the two theories provide quite a full picture of language learning. To find out more about them, as well as about the practical changes you can make to apply these theories in the classroom, watch the webinar recording below: