The main goal of this term paper is to examine in how far the three major SLA theories, named behaviourism, innatism, and interactionism, are represented in modern textbooks. Initially, the various theories need to be explained and figured out. What point of view do these theories have of learners? Which are the differences between them? In this way, one can gain an overview. Afterwards, different textbooks from the ninth grade with several tasks will be analysed regarding the approaches of SLA. Consequently, the results will be discussed and evaluated in order to answer the research question relating to the representation of SLA theories in modern textbooks.
Most of the people in the world speak more than one language. Except for the native language, many people want to acquire other languages, and as never before, humans depend on learning a second language. In times of globalisation, foreign language profi- ciency is becoming increasingly important. Speaking multiple languages can even impact one’s life and career prospects. In most cases, the prerequisite for entering the interna- tional business world is the knowledge of English. Therefore, especially teaching English has become crucial for students’ education in almost every country. According to this, the study of how people acquire a second language plays an important role for foreign language teachers. Nevertheless, what does it mean to acquire a second language? There may be numerous answers to this question since there are many different hypotheses made about Second Language Acquisition (SLA).
Table of Contents
1. Introduction
2. Theoretical background
2.1 Second Language Acquisition
2.2 Behaviourism
2.3 Innatism
2.4 Interactionism
3. Analysis
4. Discussion
5. Conclusion
Objectives and Topics
The primary objective of this term paper is to investigate how three fundamental theories of Second Language Acquisition (SLA)—behaviourism, innatism, and interactionism—are reflected in the design and task structures of modern English textbooks for the ninth grade.
- Theoretical exploration of Behaviourism, Innatism, and Interactionism in SLA.
- Comparative analysis of pedagogical approaches in "English G21" (Cornelsen) and "Orange Line 5" (Klett).
- Evaluation of textbook tasks regarding their underlying linguistic acquisition theories.
- Assessment of the role of interaction in modern language teaching materials.
- Discussion of teacher influence and classroom diversity in the application of these theories.
Excerpt from the Book
3. Analysis
Now, coming back to the actual research question, in how far are these SLA theories represented in modern textbooks? To answer this question, Cornelsen’s and Klett’s English textbooks for the ninth grade will be analysed concerning the tasks and their structures. The focus will be on the underlying approaches.
Looking at Cornelsen’s “English G21 A5” and the first unit, one can easily identify that the topic is Australia. Furthermore, the unit is divided into parts A, B, C, and D. Initially, part A introduces the topic. On page 8, there is an annotation “Background File” which shows the introducing function of this part because of background information on Australia. The second task on page 8 deals with three aspects of Australia that are represented by text sections. Students are asked to “work in groups of three” (p.8). “Each student works on a different section” (p.8) and takes notes. The notes taken should enable each group member to talk about the important information to the other group members, what is provided in task 3) on page 9. The underlying approach is interactionism since students work in groups and talk in the target language. Moving on to page 10, there can be found behaviouristic characteristics as well as interactionist features. In task 4a) learners are asked to explain a table to their partners. The sign next to the assignment indicates a connection to the interactionist theory. Then, in task 4c) students are requested to write whole sentences about a pie chart which is shown on the left. A beige box with the title “Useful language” supports students by reminding them to use particular expressions regarding the description of a chart. Such a helpful box contains behaviouristic characteristics for the reason that students will memorise these expressions through repetition.
Chapter Summary
1. Introduction: Outlines the importance of second language acquisition and defines the research goal of examining SLA theories in modern textbooks.
2. Theoretical background: Provides a comprehensive overview of the three major SLA theories, specifically Behaviourism, Innatism, and Interactionism.
2.1 Second Language Acquisition: Defines basic concepts of L1 and L2 acquisition, including factors like age and the "Critical Period Hypothesis".
2.2 Behaviourism: Explains the Skinnerian view of habit formation, stimulus, response, and reinforcement in language learning.
2.3 Innatism: Discusses Chomsky’s Universal Grammar and Krashen’s Monitor model regarding genetic potential and innate language structures.
2.4 Interactionism: Examines Long’s interaction hypothesis and Swain’s comprehensible output hypothesis, highlighting the necessity of social exchange.
3. Analysis: Applies the theoretical framework to specific tasks in English textbooks from Cornelsen and Klett to identify practical representations of SLA theories.
4. Discussion: Evaluates the findings, noting the prevalence of interactionist approaches and the multifaceted roles of teachers in implementing these tasks.
5. Conclusion: Summarizes that while no single ideal theory exists, a well-structured mixture of all three approaches is most effective for language learning.
Keywords
Second Language Acquisition, SLA, Behaviourism, Innatism, Interactionism, Textbooks, English Education, Habituations, Universal Grammar, Comprehensible Input, Comprehensible Output, Language Teaching, Pedagogy, Learner Diversity, Classroom Interaction
Frequently Asked Questions
What is the primary subject of this academic paper?
The paper examines the representation of three major Second Language Acquisition (SLA) theories—behaviourism, innatism, and interactionism—within modern ninth-grade English textbooks.
What are the central thematic areas covered in the theoretical section?
The text covers the historical and conceptual foundations of Behaviourism (habit formation), Innatism (Universal Grammar and the Monitor Model), and Interactionism (negotiation of meaning and comprehensible output).
What is the main research question of the work?
The core question is: "In how far are the three major SLA theories represented in modern textbooks?"
Which scientific methods are employed in this study?
The author utilizes a descriptive analysis method, evaluating specific tasks and structures in Cornelsen’s "English G21" and Klett’s "Orange Line 5" against the definitions of the identified SLA theories.
What does the main body of the paper address?
The main body bridges the gap between abstract linguistic theory and concrete classroom practice by analyzing how textbook exercises implement specific pedagogical strategies.
Which key terms characterize the focus of the research?
Key terms include SLA, Interactionism, Behaviourism, Innatism, Comprehensible Input, and pedagogical textbook design.
Why does the author conclude that Interactionism is frequently found in textbooks?
The author argues that Interactionism represents the current state of research and aligns well with modern goals of fostering communicative competence and fluency through interaction.
How does the role of the teacher affect the implementation of these theories?
The teacher acts as a facilitator and provider of input who must balance different student needs and decide which pedagogical approach (e.g., repetition vs. authentic interaction) is most suitable for a specific lesson.
- Arbeit zitieren
- Vassilios Tsimplis (Autor:in), 2020, Second Language Acquisition. How far are the three major theories represented in modern textbooks?, München, GRIN Verlag, https://www.grin.com/document/1196332
