their learning environment. The problem of this theory is that it is too dependent on learners’ learning habits and their response to the stimulus. Also, it is hard to ensure that the imitation helps language acquisition and the reinforcement from the environment can always lead to the formation of positive habit and is supportive to learners’ language acquisition. Furthermore, there is still doubt about how L2 learners acquire their target language by merely repeating and imitating other learners in their learning environment. It seems that an ideal acquisition environment would be filled with speakers of the target language. This theory neglects the learning difficulties L2 encounter in their language acquisition processes by overlooking the similarities and connections between L1 and L2.
Jean Piaget was interested in …show more content…
He viewed the process of language learning through constructivist perspective. Based on his findings about children’s different thinking and reasoning at different age levels, Piaget (1972) separated people’s learning process into four stages in their life span and made assumptions about their major cognitive tasks each one of them need to be accomplished in each distinct stage. He also believes that learning takes place when children interact with the outside world and knowledge is gained through the same process. Piaget’s developmental theory of language learning put emphasis on learners’ active participation in their learning processes and place teachers in the position of facilitators and guides to motivate learners. The limitation of this theory is that learners cannot skip a lower-level stage and step to a higher-level stage so that learners at a certain stage are not supposed to be taught knowledge of a higher stage. In other words, teachers should not teach concepts in a higher stage to learners who are at a lower stage even though the lower stage learners are ready to
Jean Piaget was interested in …show more content…
He viewed the process of language learning through constructivist perspective. Based on his findings about children’s different thinking and reasoning at different age levels, Piaget (1972) separated people’s learning process into four stages in their life span and made assumptions about their major cognitive tasks each one of them need to be accomplished in each distinct stage. He also believes that learning takes place when children interact with the outside world and knowledge is gained through the same process. Piaget’s developmental theory of language learning put emphasis on learners’ active participation in their learning processes and place teachers in the position of facilitators and guides to motivate learners. The limitation of this theory is that learners cannot skip a lower-level stage and step to a higher-level stage so that learners at a certain stage are not supposed to be taught knowledge of a higher stage. In other words, teachers should not teach concepts in a higher stage to learners who are at a lower stage even though the lower stage learners are ready to