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Behaviorism and languagelearning
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Behaviourism and language Behaviourism as a psychological theory
views language just
like any other human behaviour. The first proponents of
behaviourism (Pavlov, Thorndike)
did not particularly focus their interest on language. Only
overt (observable) behaviour can be the object of
scientific inquiry (experimentation). Language as a
manifestation of verbal behaviour (Skinner,
1957). Language is first and foremost speech. Language is a
verbal behaviour that is acquired/learned just
like any other behaviour. Language learning is
habitformation.
The child will learn the language that is found in
his/herenvironment.
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Behaviourism and child language acquisition Behaviourism more
concerned with learning in general,
applicable to language learning as well. General learning
principles applied to language acquisition. The child is born
Tabula Rasa (empty slate) on which the
language will be imprinted gradually. The language input plays
the role of stimulus to which the child
will respond. The child will pick only the linguistic elements
for which he is
ready. The learning will consist of a pile up process.
Stimulus-Response-Reinforcement sequence applied to
languageacquisition.
The learning will be rote: imitation, practice,
repetition,memorization.
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Behaviourism and SLA
During WW II, there was an urgent need for the USArmy to master
foreign languages (of the enemy).
There was a need to develop an efficient method thatwould allow
soldiers to learn foreign languages quickly
and efficiently. The Pentagon and the State Department
commissioned linguists and psychologists to solve theproblem
quickly (Lakeland Air Force Base, Texas).
At the time, the prevailing theory in linguistics
wasstructuralism (Bloomfield) and in psychologybehaviourism
(Thorndike).
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Behaviourism, structuralism and SLA
The linguists were required to provide descriptions of thetarget
languages at the phonological, syntactic, andsemantic (vocabulary)
levels.
Language as verbal behaviour described as entities
(patterns) that are hierarchical . Birth of Contrastive
linguistics (Fries, Lado): Comparing
the languages (English and the target languages) on thebasis of
linguistic descriptions, it became possible topredict the
linguistic aspects that will be easier to learn andthe ones that
will be difficult.
From a learning perspective, behaviourism was used as aframework
to design teaching and learning methods andtechniques.
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Behaviourism applied to SL teaching
and learning Behaviouristic principles found their way into
teaching foreign languages: focus on oral skills(natural
skills). The other skills (artificial) are
assumed to follow naturally. Teaching/learning activities : Oral
presentation,
repetition, memorisation, pattern practice throughdrilling till
saturation.
Errors are not tolerated because they are signs ofbad learning
(bad habits). They should beeradicated through practice
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Structuralism applied to SLA Selection of target linguistic
features: Frequency.
Grading of materials: Easy to difficult, Simple to
Complex. Cf. W.F. Mackey, M. West
Sequencing of materials into patterns
Organisation of materials into hierarchies withinsituations.
Organisation of materials into learning units.
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Limitations of behaviourism
Debate between Chomsky and Skinner.
Language is not simply a verbal behaviour (Chomsky,
1957). The issue of innateness.
The black box (unobservable processes, strategies).
The production by children of structures they have
never heard (not found in their linguisticenvironment).
The role of errors in language acquisition /learning.
