What is the relevance of Behaviorist Theory to second language learning?

As already mentioned the Behaviorist theory is a psychological theory and its purpose was to account for learning in general. It was originally applicable to the acquisition of LI but later on was found also relevant to the learning of the second language( SLL). In the discussion that follows therefore, we shall explore the relevance of this theory, specifically, to SLL.
- The Principle of reinforcement may be applied to a SLL situation. If learners have to achieve high levels of proficiency they will need reinforcement. They will need to be encouraged by both teachers and parents through approval or disapproval:
approval being the reward and disapproval being the punishment. Positive reinforcement may be shown through remarks like ‘very good’ to a correct answer, or a tangible reward like a book, pen or exemption from manual duty. Negative reinforcement on the other hand may be shown through disapproval or some form of punishment for poor performance.
- According to Skinner complex behavior (and in the learning situation, complex concepts or skills) can be taught using operant conditioning Thus the complex behaviour is broken down into a series of simple behaviours or tasks. These are taught one by one using positive and negative reinforcement.
- In addition, the notion of habit is itself useful in explaining language learning. When we equate language learning to habit formation it is possible to assume that old habits get in the way of learning new ones. In a SLL situation the LI structures that are different from those of L2 are likely to hinder the learning of the L2, resulting in interference (or proactive inhibition). Proactive inhibition is defined as the way in which previous learning prevents the learning of new habits. L2 learners are said to experience difficulties in learning TL forms that are different from L1 forms Ellis (1994:711). An example is the/ r/ /l/ sound in Kikuyu as opposed to English where /r/ and /1/ are two distinct phonemes. Thus, some Kikuyu learners learning English will say ''rord” instead ''.lord’.
- But it does not mean that old habits will always have a negative impact on learning of new habits. In cases where the structures of the LI and L2 are similar, learners will have little difficulty learning these structures because they will simply transfer the LI structure to L2; this is known as positive transfer.
For example, a learner of ESL from the same Kikuyu community will have little difficulty in articulating the voiceless alveolar stop [t], at the beginning of words like ten and top. This is because learners are already familiar with this sound as it occurs in Kikuyu. By perceiving language learning as a habit, SLL research has managed to account for learners' acquisition of L2 features.
- Language behavior can, according to Skinner, only be studied through observation of the world around the language user i.e. the external factors. For behaviorists, external factors (i.e. stimuli) are crucial in explaining language behavior. One important external factor is the frequency with which certain utterances are used in the learner’s environment. Since learners are said to learn by imitating the language of their environment, the more frequent a word/structure occurs the more learners will learn it.

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francis1897 answered the question on March 8, 2023 at 09:48