ANALYZING DIFFERENT THEORIES OF LANGUAGE ACQUISITION AND THEIR IMPLICATIONS FOR TEACHING PRACTICES
Том 3 № 3 (2025): Центральноазиатский журнал академических исследований 61-65
Аннотация
Numerous theoretical stances have been used to analyze the complex process of language acquisition, each offering a distinct perspective on how people pick up languages. Key theories of language acquisition, including behaviorism, nativism, social interactionism, and cognitive methods, are examined in this essay along with how they affect instructional strategies. This article examines various theories of language acquisition, including nativist, learning, and interactionist perspectives, and their implications for teaching practices. By analyzing these theories, we explore how they inform instructional strategies and classroom environments. The findings suggest that a multifaceted approach, integrating elements from different theories, can enhance language learning outcomes in diverse educational settings.
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Библиографические ссылки
Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.
Piaget, J. (1955). The Language and Thought of the Child. Harcourt, Brace.
Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Rumelhart, D. E., & McClelland, J. L. (1986). Parallel Distributed Processing: Explorations in the Microstructure of Cognition. MIT Press.
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press
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