Compare and contrast the English limited-context and English oriented-context.
• Discuss the main principles of Behavourist, Socio-cultural, and Innatist perspectives on language acquisition.
Using examples, explain how you would apply any one of these theories in an EFAL intermediate phase classroom.
English limited-context and English oriented-context both refer to the way in which language is used and understood in a specific cultural context. Limited-context communication relies heavily on explicit verbal communication and relies less on shared cultural knowledge or non-verbal cues. This style of communication is common in Western cultures, including English-speaking countries, where direct and clear communication is valued.
On the other hand, oriented-context communication places more emphasis on non-verbal cues, shared cultural knowledge, and implicit communication. This style of communication is common in Eastern cultures, where indirect communication and a high level of context is expected in conversations.
The main principles of the Behaviorist perspective on language acquisition focus on the idea that language is learned through reinforcement and conditioning. This perspective emphasizes the importance of repetition, imitation, and positive reinforcement in language learning.
The Socio-cultural perspective, on the other hand, highlights the role of social interaction and cultural context in language development. This perspective posits that language is acquired through participation in meaningful social interactions with others and through exposure to the language within a cultural context.
The Innatist perspective, as proposed by Noam Chomsky, argues that humans are biologically predisposed to acquire language. This perspective suggests that there is a universal grammar that underlies all human languages and that children are inherently equipped with the ability to acquire language.
In an EFAL intermediate phase classroom, one could apply the Socio-cultural perspective by emphasizing the importance of meaningful social interactions in language learning. This could involve engaging students in group activities, role-plays, and discussions that encourage them to use the language in a meaningful context. Additionally, exposing students to authentic cultural materials, such as literature, films, and music, can help them develop a deeper understanding of the language within its cultural context. This approach can help students not only acquire language skills but also gain a greater appreciation for the cultural aspects of the language they are learning.