Behaviourism

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BEHAVIOURISM

• A Theory of Language Learning

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• Language Theory
• Concept of language. Deals with basic features of
  linguistic organization and language use
• Language Learning Theory
• Concept of learning. Deals with processes of
  learning and conditions for successful learning

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• Provides theories from which principles of
  learning and instruction can be drawn
• Informs instructional practice language
  teaching approach
• Combines with Language Theories to form language
  teaching methodologies / approaches

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Behaviourism

• According to Skinner, language is a behaviour
  that could be taught through the use of extensive
  drills and practice without recourse to
  rationalist explanations.
• Supports the structural view / theory of language

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Concept of Learning

• The acquisition of a set of habits / behaviours
• The result of externally imposed conditions
• The learner brings no language-learning
  capacities to the learning process

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• Elements that give rise to the behaviours
• Stimulus serves to elicit the behaviour from
  the organism
• Response triggered by the stimulus
• Reinforcement marks the response as appropriate
  / inappropriate and encourages the repetition /
  suppression of the response in the future

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• Reinforcement increases the likelihood that the
  behaviour will occur again and eventually become
  a habit.
• Errors are seen as bad language habits and
  indicate the need for more stimulus response
  activity to eliminate same

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Application to Teaching

• The organism the learner
• The behaviour verbal
• The stimulus what is presented in the TL
• The response learners reaction to the stimulus

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• The reinforcement
• Approval and praise of teacher or fellow students
• Satisfaction gained from use of the TL
• Language Learning acquiring a set of
  appropriate stimulus-response chains

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• Teachers task
• Gives learners tasks in small, sequential steps
  a grammatical structure
• Facilitates drills, provides dialogues
• Provides explanations of rules when structure has
  been thoroughly practiced and habit seems to be
  formed

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• Role of learners
• responding to stimulus choral repetition,
  participating in drills, memorization of dialogues

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Limitations re Proficiency Orientation

• Does not equip learners with the means to
  communicate meaningfully in unrehearsed
  situations
• Focus is on accuracy not fluency
• Learners have no opportunity for active,
  meaningful, creative involvement with the
  language, for developing strategic competence

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• Little provision for the development of the
  cognitive processes brought to learning
  analyzing, reasoning, making generalizations,
  relating present learning to past experiences
  (critical thinking skills). These help learners
  to sort out the language system

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• The repetitive nature of the activities can
  induce boredom and lead to mechanical responses.
  The correct response could be given even if the
  learner does not understand the meaning of the
  utterance
• Learning is not a cooperative venture

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• Makes provision for development of linguistic
  competence
• Gives some attention to listening and speaking
  skills but not in a functional context
• Little attention given to the other elements of
  communicative proficiency