Acquisition and learning – theory matters

Abstract

This article is based on the view that it is important to distinguish theoretically between children's acquisition of their mother tongue and people's learning a second language. The cognitive view sees L1 acquisition as a part of a child's total cognitive development, inextricably intertwined with the development of the range of concepts which characterise the 'cognitive adult'. Having acquired their L1, the 'cognitive adult' seeks, in L2 learning, to master a new code which will enable them to 'mean' in L2 what they have already 'meant' in L1. Total Physical Response is given as an example of the impact of theoretical errors concerning this distinction on teaching methods. Despite his contribution to the development of the cognitive account, Chomsky's theories are incapable of answering certain fundamental questions about language. But 'theory' remains important to linguists and language teachers, as whether we are conscious of it or not, language learning takes place in lawful ways which theory can help to explain. It is not enough for theory to remain ; it must be combined with practice if it is to have any relevance at all.