Behaviourism As A Language Learning Theory English Language Essay

Behaviourism As A verbiage burstment Theory English Language EssayIntroductionHuman universes examine each outright and then. According to Cambridge Advanced Dictionary (2003), discipline can be defined as an activity of obtaining acquaintance. We benignant usu all in ally exact or gain knowledge either in a conscious flair or subconscious way. Learning is non necessary must be conducted in a established way such as tutorial, class or lecture however, we likewise learn when we having a dialogue with early(a)s or be it listening to the radio. Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice (1963, cited in Kimble and Garmezy, 1987, p.6). at that place atomic number 18 actually a few theories been used to describe how knowledge or voice communication is acquired namely Behaviourism, Innatism and Interactionism.For the first part of this subsidisation give explain these theories various approaches and princ iples. Then, this paper lead center on the pedagogical implications of each scheme in teaching English as a Second Language. Part two will charge on examining the chthoniclying training theories which could score influenced the teaching- increment activities from a textbook. By the end of this paper, students will be commensurate to variediate eruditeness theories and adopt the to the highest degree suitable integritys into his/her teaching career.Behaviourism is the earliest spoken language acquirement system which is propounded by J.B. Watson (1878-1957) in 1913. This theory is supported and believed by some behaviourists who are Skinner, Pavlov and Thorndike also, profoundly essential the theory of behaviourism on learning.Behaviourism focuses on observable behaviours which are changed as the symptoms of learning. According to dark-brown (1987 17), the behaviouristic approach focuses on the immediately perceptible aspects of linguistic behaviour the publicly ob servable responses. Learning only occurs when there are changes in behaviour and observable as an evidence of changing. Feeling and psychic process are not authorized in Skinners human behaviours theory however, he still accepted the existence of mind. Behaviourists consider learning a language as a laid of mechanical habits which are formed through a process of mimicry and repetition. Humans learn a language through repeating the same form and text until it becomes a habit. Children imitate the sounds and patterns which they hear around (Lightbown Spada 1999). So, it was proposed that scholars would repeat wrangle they heard and tried to use it in their conversation until it became a regular basis in life. Behaviourists and then think that learning a language especially second language (L2) should be learnt through extended drill and practice.Besides that, behaviourists also justified that learning a new language is learning a new set of habit. According to Ellis (1990), learning could be effected by manipulating the environment to provide the postulate experience. This lead to the theory system of habit is related to the environment where learning process actually takes place. These habits formation and the environment are recognized as Stimulus-Response (S-R) by Pavlov and Skinner. In 1950s, school of psychology successfully prevailed S-R in the form of behaviourism to ensure the connection between both elements. Behaviourists might consider efficacious language behaviour to be the production of correct responses to stimuli (Brown 1987). According to the theory, behaviour happens in casual, associative chains all learning is thus characterized as associative learning, or habit formation, brought about by the repeated connective of a stilmulus with a response Hadley (1993, cited in Hilgard 1962, p.45). So, its best known proponent, B.F. Skinner used rats conclude that learn has a 3-state procedure stilmulus, response and reinforcement. From he re, Skinner presumed that human learning and animal learning are couple thus, L2 learning is also similar as other kind of learning can be explained by the same laws as well up as principles.Every process of learning has to be followed by reinforcement. solely learning is the establishment of habits as the results of reinforcement and reward (Demirezen 1988). In behaviourism, there are two different types of reinforcement. The first one is positive reinforcement, where the response or behaviour is strengthened and positively augmented by praise or reward. For instance, when a student answer a question correct and the teacher portion out him/her a star, then the student will try to answer another question because he/she is more than confident and motivated. In contrast, the second reinforcement is negative reinforcement. If a student been scolded by his/her teacher later got the answer wrong, he/she would tend not to give answer by the next Q A school term because it would ma ke him/her feel embarrassed. In short, positive reinforcement jockstraps learners develop correct habits.Furthermore, Behaviourist learning theory also claimed that old habits interfere with the eruditeness of new ones. Learning of the L2 would be facilitated since all the learners had to do was to carry L1 habits (Ellis 1990). That means errors in first language learning (L1) are the result of interference in L2. It has to be avoided and prevent L1 interference happened as well as corrected on the spot if they do occur. whizz of the examples of extensively drilling in learning is sound Lingual Method which is an American method. It is function as a structural approach designed to develop oral communication fluency in L2. Audio Lingual Method is focuses on accuracy (pronunciation and intonation), mistakes should be avoided and corrected immediately if it happened. Ellis (1990 23) wrote for learning to be effective habits had to become automatic. In short, language learnings patte rn has to be over-learnt and the content based on common eld dialogues as well as expression. If follow by the positive reinforcement which will help students to develop correct habits. By then, learning the structures of the language is more emphasized if compare to the vocabulary.InnatismIn 1959, Noam Chomsky published freshen up of Verbal Behaviour to critically criticize Skinners theory of Behaviourism. Innatists claimed that linguistic knowledge is an abstract nature no solely on the set of mechanical habits (imitation and repetition). According to Ellis (1990), new grammatical forms were not acquired through imitation and not stamped in through practice. Language is too complex and occurs too rapidly for it to be acquire through imitation. In other words, competence could not be achieved simply to performance due to substandard of input signal signal to enable the child to discover the hidden rules (Ellis 1990). For Chomsky, children are not necessary to be taught becau se they will learn in terms of walking at about same age meanwhile, the environments contribute the most in learning. Chomsky and other linguists argued that children are credited with a special office to discover the underlying rules of a language system within themselves. This innate and special top executive is called Language Acquisition Device ( curse word) or a little black box and Universal Grammar (UG) which exist in the brain. The LAD contains a set of abstract principles common to all languages which enables the child to produce infinite variety of sentences and construct grammatical sentences. UG was claimed to help children to extract the rules of their language and to avoid grammatical errors (Fromkin, Rodman, Hyams 2007). Therefore, a child has to listen and learn grammar to trigger the LAD or UG which then enables the child to discover the rules of the language. In short, human beings acquire and adapt language in any environment along with input of language or ling uistic knowledge.Monitor ModelIn 1982, Stephen Krashen, who have had a great influence on language learning and acquisition by wound up the Monitor Model. The Monitor Model consists of five hypotheses which are The Input assumption, The Acquisition-Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis and The scratchive Filter Hypothesis.The first system is Input Hypothesis. This hypothesis claimed that language acquisition takes place through comprehension input (CI). Comprehensible input is available when students or learners are able to understand messages and their oversight is focused on meaning. Besides that, approachable input will only occur if the inputs forms and structures pitch one level above the level of student (CI = i + 1). Whatever it pitches one level above learners present-day(prenominal) level competence, both comprehension and acquisition will occur. Learners will not benefit anything in learning if the input has no element of challeng e however, they will not acquire the knowledge if the input is too difficult. Acquisition leads to the result of apprehensible input and not production or quantity. Comprehensible Input does not have to be fine-tuned and reading is crucial to language acquisition*.The second hypothesis is Acquisition-Learning Hypothesis. This hypothesis explained that adults have two distinct and independent ways to develop knowledge of a second language learning and acquisition. In Krashens view, a learner learns second language whereas a child picks up or acquires his/her pose tongue (first language). Learning is a conscious process with attention to form and error correction. In contrast, acquisition is a subconscious process when a learner is engaged in meaningful communication and focus is on meaning. Both acquired and learned knowledge are separately therefore, learned knowledge cannot be born-again into acquired knowledge. If learner acquires knowledge by naturally, the knowledge will be able to use spontaneously.The third hypothesis is Monitor Hypothesis. Krashen developed this hypothesis and urged that acquired knowledge is responsible for fluency and intuitive judgements about correctness. On the other hand, learnt knowledge can be put to conscious use through the Monitor. A learner will use the monitor through learnt knowledge to correct and check what they say is grammatically. This monitor operates only under three circumstances when there is adequate time to self-correct, the focus is on form and knowledge of the rules being applied (Hadley 1993). The fourth hypothesis is Natural Order Hypothesis where grammatical structures are acquired in a natural and predictable order. It shows the evidence whenever the focus is on communication.The last hypothesis is Affective Filter Hypothesis. Affect refers to things as motives, needs, attitures, and emotional states (Lightbown Spada 1999).This hypothesis is connected to the motivation factor. Cook (1993, cited in Kra shen 1985, p.3) claims that in order for a learner to success in acquiring knowledge, CI is a necessary but not sufficient due to a psychological block that prevents acquirers from utilizing the CI input they receive for language acquisition This mental block is called affective leach. The affective filter is low when the learners motivation and self-confidence is high as well as low anxiety therefore, more input is available for acquisition. On the other hand, the affective filter is high when learners motivation and self-confidence are low. In short, the success of acquisition is controlled by the affective filter.InteractionismKrashen claimed that every human has a natural innate mechanism to learn a language along with comprehensible input (CI). However, Krashens CI came under challenge by few Applied Linguists namely Evelyn Hatch, Teresa Pica and Michael yen. Michael Long agrees with Krashen that CI is important for language acquisition but how input is made comprehensible ( Lightbown Spada 1999). Language develops as a result when fundamental interaction occurs between children and other speakers. Every learner has to converse and communicate with others in order to adapt what they have learnt which shows their competence and understanding. Therefore, a learner will develop his/her language ability when they take part in spontaneous interactions rather than straight drills (Nunen 1991).Correspondingly, Language acquisition is an outcome of interaction between the learners mental abilities and the linguistic environment (Rozzana n.d.). Native speaker provides language input to language learner meanwhile, language learner produces the language as the product of output through communication. In fact, interactional adaptations ordinarily take place when native speaker modify their spoken communication in order to make their speech comprehensible. It is supported by Long (p.342) that modification is the vital and widely used method of making input compr ehensible. Learners will be promoted and engaged into this modification and negotiation of meaning when there is a communication breakdown. There are few examples of interactional modifications which are comprehension checks, clarification requests, confirmation checks, self repetition/ recite and use of extralinguistic features.In addition, learners usually engage in learning when information is to be exchange with each other. During the process of exchanging information or feedback after the conversation, output will be a itinerary to language learning along with interactional modification. Besides that, two-way communication promotes more interactional modification than one-way communication. According to Rozzana (n.d.), for the learner to communicate, he must learn the language and in order to learn it he must communicate. This point often overlooked on how Bangladeshi workers in Malaysia can passe-partout simple Bahasa Malaysia although without attending formal tutorial. They acquire the language through social interaction in unremarkable conversation also, interact with the environment. Henceforth, Longs ideas are identical with Vygotskys theory of Zone of Proximal Development (ZPD) where learners acquire knowledge through interaction with the physical world (Lightbown Spada 1999).Comprehension OutputBoth Michael Long and Stephen Krashen agree that CI as a source of acquisition. On the contrary, some interactionists argue that CI is not sufficient for language acquisition depends on some factors which cannot account for the whole of acquisition (cf. Long, 198910). Learners need to be instilled language development especially grammatical development. Besides that, learners must be pushed or forced to produce comprehensible prat language in order for language development to occur. With this in mind, one of the activities which is called read and respond in Myline whereby students are assigned an article to read and given their opinion critically. So, s tudents are not only current input from teachers whereas trigger their LAD while producing language, either spoken or written. Fours ways (reading, listening, writing and speaking) in which output might play a role in the process of second language learning have been proposed (Swain, 1985). Listening and reading could be the comprehensible inputs different from speaking and writing which are comprehensible outputs.Learners are given the opportunities to test his/her hypothesis about the language through comprehensible output. This is especially so when learner notices a gap in his/her interlanguage system if there is a communication breakdown. at a time the learner realize the gap in interlanguage system, he/she is likely to search their own linguistic knowledge for information which might help to close the gap also, pay attention to relevant input (Swain, 1993). Hence, learner will focus on form and mismatches between input and output which may also provide some of the informatio n a learner needs about what is not permissible in a language (Long, 1996). Last but not least, CI encourages semantic processing but CO encourages syntactic processing.Audio Lingual Method is a wise method to be used to learn a language however, it is not enough to suit the advancement of language learning nowadays. Since this theory deduced that learning is a mechanical process but it does not account for the creativity evident in ones ability to produce novel utterances and childrens imitation of structures show evidence of almost no innovation (Brown 1987, Demirezen 1988). Students will distinguish it hardly to converse in the target language when they step into the true sense of the world also, futile to write or create new sentences.