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Perceptions of the process of language learning as an essential learning experience are based on how behavioral, cognitive, and social-constructivists perspectives compare to the generative linguistic perspective. Comparing these perspectives offers the analytical process a platform for the discussion of each perspective. The following evaluation of concepts, therefore, intends to address the comparison whereby language acquisition can be appreciated from different standpoints and considered in conventional human learning processes. [“Write my essay for me?” Get help here.]
In the learning experience, behavioral perspective depends on the use of conditioning, rewards and the connection of responses from the learner to stimuli (Brown, 2014). Through reinforcement as a physical emphasis on the learning process, it is possible for the student to be engaged in the discovery of new concepts. A comparison with language learning reveals the disparity between connections made by a student towards cognition of terms and relating them to their environment within their personal confines of motivation and stimuli (Brown, 2014). It is possible for a learner to be involved in such settings with minimal application of reflex and housing of mental abilities. Cognitive perspective, as a behavioral approach towards learning, is considerably a training of enigmatic human capacity to create from base concepts. Cognition within language learning can be considered in the way it associates speech with the environment (Brown, 2014). In such case, differences emerge during the capturing of concepts and conditioning as a process of cognition, which does not happen in language learning. Similarly, social constructivism can be appreciated as a “… sophistication towards incorporation of social and affective factors towards a theoretical socio-affective domain …” (Brown, 2014, p. 89).[Need an essay writing service? Find help here.]
When one considers examples of comparison of these concepts within the learning environment, it is possible to appreciate the dynamic nature of learning processes in operation. Since they do not interact in a static setting, it is possible for a learner to interact with their environment on either two or all of these ideologies of learning. Within a child’s early language acquisition, for example, the sociocultural perspective is observed in the process of connecting activities of the child in their environment and meanings. The process not only involves cognitive processing but may also capture behavioral perspective, particularly when the participation of the community in teaching the child to speak includes a teaching process (Brown, 2014). The paradigm within which language resides in such settings captures all concepts in discussion. [Click Essay Writer to order your essay]
In the overall sense, a language learning process is a differentiated approach to human learning, both as a function of cognition, behavioral constructs, and participation of sociocultural conditioning. With the differences observed from the generative linguistic perspective, it is possible for an observer to assess the process of language learning either as an independently operating process or as a function of culminating factors in the learner’s environment. The complexity of this segment of human knowledge, therefore, defines the decision of appreciating the perspective on language learning.
References
Brown, H. (2014). Principles of language learning and teaching. White Plains, NY: Pearson Education.
