A Discussion of Language Acquisition Theories
A great many theories regarding language development in human beings have been proposed in the past and still being proposed in the present time. Such theories have generally arisen out of major disciplines such as psychology and linguistics. Psychological and linguistic thinking have profoundly influenced one another and the outcome of language acquisition theories alike. This article aims to discuss language acquisition theories and assess their implications for applied linguistics and for a possible theory of foreign/second language teaching. Key words: comprehension, second language acquisition, comprehensible input, communicative language teaching, interaction, input-based teaching and learning. (Click the title to read the full article in a new window.)
A Promising Approach To Second Language Acquisition: The Natural Approach (NA)
The aim of this paper is to provide general-but detailed-information about one of the most recent and the most promising approaches to language teaching and successful second language acquisition, the Natural Approach (NA). This article discusses not only the very well-known facts about the approach but also the principles of the approach, which, I believe, will help language learners and teachers to reconsider their strategies in learning and teaching a foreign language (FL). Another important point is, of course, its applicability to foreign or second language classes. Accordingly, the application of the Natural Approach theory to language classes will be explained in detail. Key words: comprehension, second language acquisition, comprehensible input, communicative language teaching, interaction, input-based teaching and learning. (Click the title to read the full article in a new window.)
Teaching Vocabulary through Compelling and Comprehensible Input (TVCI)
Vocabulary knowledge plays a crucial role in both efficient second language comprehension and fluent language production. Accordingly, for successful second or foreign language (L2) development to occur, vocabulary learning and teaching activities “in language classrooms” are of crucial importance and should be meticulously and intelligently thought over beforehand. It is obvious that learners fail to express themselves properly if they do not have sufficient vocabulary knowledge. Recent studies (Krashen, 1989; Barcroft, 2012; Ray, 2014) have shown that input-based vocabulary teaching, particularly teaching vocabulary through comprehensible input, has gained considerable importance and impetus and should be taken into consideration carefully by foreign or second language researchers and teachers. (Click the title to read the full article in a new window.)
Or Listen to our Podcast titled “Unlocking Language: The Power of Vocabulary Acquisition” below.