Language learning theories and different approaches in teaching are very important for teaching

English Second Language Teaching (ESL) especially in primary schools. Various theories have
emerged over the years to study the process of language acquisition which can be applied in
Malaysian primary school context. An approach describes how language is used and how its
constituent parts interlock. (Sheridan, 2007 ; Elena Stakanova, 2014). Approach is a set of
principles, beliefs, or idea about the nature of learning which is translated into the classroom.
These theories and approaches can be applied to help teachers in planning activities in the
classroom.

The first theory is behaviourism. The founders of this theory are Ivan Pavlov, B.F
Skinner, E.L Thorndike and Bandura. They stated that behavior can be conditioned by altering
the environment. (Whitmore, 2002 ; Dave Peel, 2007) This means a certain response can be
produced by giving a certain stimulus. ESL students sometimes do not have confidence in
speaking, reading or writing in English. They are afraid to be scolded by the teacher if they are
doing wrong. Based on this theory, teacher can use a system of rewards to encourage certain
behaviours and learning. Other than that, teacher can establish a contract with students on the
work to be done and what rewards will be given. For example, a teacher uses a based-task
learning in teaching A Window to The World which is in KSSR English syllabus. The students
are required to read different kinds of books for 15 minutes. After that, the teacher asks them to
make an oral presentation in front of the class. The presentation includes what they have read
and their opinion about the book. The teacher will praise and give applause to her or his
students and the best presenter will be given a reward. This theory is relevant in our primary
school context because the students will feel motivated, gain confidence and want to improve
themselves for another task.

The theory of cognitivism focus on the mind and attempt to show how information is
received, assimilated, stored and recalled. (Qiong Jia, 2010). This theory was found by
cognitivists such as Noam Chomsky, Wolfgang Kohler, Jerome Bruner and David Ausebel. They
stated that learning is a process of relating new information with the previous learned
information. An individual will associate new learning with previous knowledge. As a teacher, we
should know on what prior knowledge that the students have because it can help the learning
process becomes more effective. There are some principles in this theory that can be used by
the teachers in the classroom. For example, present information in an organised manner so the
students will not get confused. Teachers also have to provide review and repetition of learning
and the most important is helping the students to process the information given because it can

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help students to become independent learners. Teachers can use the lexical approach which
focuses on developing students proficiency through lexis, words or word combinations. The
lexical approach to second language teaching is seen as an alternative to grammar based
approaches. For instant, doing repetition and recycling of activities such as summarizing a text
one day and again a few days later are done to keep words that have been learned active.
Teachers also may tell the students to work with dictionaries and other tools to increase their
awareness and knowledge towards language. According to KSSR syllabus, teacher can use this
theory and approach in teaching Appreciating Others. Ask the students about the person they
appreciate in their life and what gifts they had given to her or him, then ask them to memorise a
text or some words about the topic.

Another theory that can be applied in Malaysian primary school is the theory of social
constructivism. Social constructivism is perspective of learning which was found by the works of
Bruner, Piaget and Vygotsky. Learning is enchanced when students learn how to learn, engage
in discussion, and have shared responsibility for applying what they know to new situations.
(Charmaz, 2006 ; Tom Andrews, 2012).The students are encourage to work together with their
peers and teachers. Shayer (2002) in Mamour Choul (2008), postulated that collaboration and
interaction among peers create a collective zone of proximal development (ZPD) from which
each learner can draw from as a collective pool. This theory is relevant to be applied in our
primary school context because it can create a situation that is closely related to collaborative
practice in the real world. There are some constructivist principles that are quite often applied in
teaching and learning in the classroom such as engage students in meaningful learning by
providing them opportunity to express ideas. Besides, teacher also can be a facilitator that
promote higher order thinking among them. This can be done through communicative approach.
The teaching is more learner-centered and students are given opportunities to express ideas.
This also helps to build confidence among them. The examples of activities are games, puzzles,
role play, simulation and discussion. Almost all the topic in our KSSR syllabus are suitable for
this theory and approach.

Furthermore, the theory of humanism is led by Abraham Maslow and Carl Rogers. This
theory focuses on the idea of self - actualisation, the growth of a person to achieve whatever
degree of individual satisfaction they are capable to achieve. Abraham Maslow (1954) in
Edward Hoffman (2007) believed that how a person feels about learning is as important as how
the person thinks and behaves. A students learn because he or she inwardly driven so the
teachers have to help them to develop his or her self-esteem. Teachers also should establish a

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warm and positive environment for the students and allow them to set their own goals. Teachers
should set good examples and be the role models for students to emulate because feeling
positive about oneself facilitates learning. This can be done through eclectic approach. For
example, teachers combine elements from communicative approach and Task - Based Learning
in teaching the topic Family Ties for Year 6 students. This gives a variety to the learning and
teaching process by providing interesting learning experiences that lead to the development of
habits and attitudes. Teacher will facilitate the learning process and share ideas with students.
Most of teachers nowadays use this approach in the classroom. As a conclusion, all of the four
learning theories and different approaches are relevant to be applied in our Malaysian primary
school context. This is because the theories and approaches give a lot of guidances for the
teachers to produce an effective learning process.

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Hoffman, E. (2007). Abraham Maslows Life and Unfinished Legacy. Japanese Journal of

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Chour, M. (2008). The Relevance and Implications of Vygotsky Sociocultural Theory in The

Second Language Clasroom. ARECLS Journal, 5 : 244-262

Mariati Josepha Mustafa & Mazfarina Marzuki. (2015). English Year 6. Kuala Lumpur : Dewan

Bahasa dan Pustaka.

Qiong Jia. (2010). A Brief Study on The Implications of Constructivism Teaching Theory on

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Peel, D. (2007). The Significance of Behavioural Learning Theory to The Development of

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Stakanova, E. (2014). Different Approaches to Teaching English as a Foreign Language to

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