In regard to conducting foreign language learning classes, SLA theories complement teaching methods in every sense of the word. They enable the teacher to gain a better understanding of how language is acquired or learned, and to apply that knowledge to the classroom. Throughout the last several decades, theories of how language is learned have been implemented in the classroom with mixed results, but results nonetheless. For example, Behaviorism is reflected in the Audio-lingual Method in which the key to language learning is enforced via persistent practice, memorization and habit formation.
Perhaps, to some extent, students under these circumstances have been able to culminate something intelligible and insightful to say, but learning solely under this umbrella proved to have some flaws. Specifically, learning a language is not just regurgitating a drill that had been instilled by the classroom or otherwise. Instead, learning a language and exhibiting productivity with it incorporates identifying points of similarity between one’s language and a level of reflection “about whether certain features seem to ‘belong’ to the target language” (Lightbrown & Spada, 35).
By reviewing different theories and methods for language teaching, teachers become aware and informed about theories/methods that make sense for themselves and for their classroom. Without this knowledge, a teacher may be somewhat inept and, in a sense lacking perspective. However, I believe the more theories/methods a teacher knows and is able to intermingle, the better the teacher can apply them to the classroom and provide a learning environment for the classroom that’s flexible, adaptable and open to ideas.
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