Learning Theories

Abstract

Since it is difficult for most students to experience learning a second language (L2) in a natural immersion environment (i.e. where they are surrounded by the language all the time), most language teaching is done in a classroom. This instructed approach to L2 learning has given rise to the field of enquiry of second language acquisition (SLA). Two main paradigms have developed within SLA: the first is based on cognitive theories informed by psychology and linguistics; the second is influenced by sociocultural theories. Within the cognitive paradigm (which emerged first), language learning is seen as internalised — focusing on the processes within an individual’s mind that can contribute to language development and on activities that help to stimulate these processes. In contrast, sociocultural theorists think of language as contextualised and see language learning as an interpersonal process situated in a social and cultural context and mediated by it. (For an in-depth discussion of mediation, see chapter 3.)