Although behaviorism is not strictly a linguistic theory, its vast influence on learning theory has affected second language teaching. Behaviorists claim that the mind is a blank slate a learner must be filled with content during the course of teaching.(Skinner, 1957) Strict principles of timing, repetition and reward led to classroom methodology that incorporated extensive drill and practice of language components, from sounds to complex sentences. Three aspects of behaviorism are still used in contemporary language teaching, audio lingualism, direct teaching\mastery learning, and total physical response.
Behaviorism is an approach to learning developed at the turn of the century with the scientific description of behavior, often generalizing from animal experiments to human experiments, (Whyte, n.d.). Learning depends of the response of the individual to the environment. Whatever is reinforced is repeated, in this view, children have the potential for the language and become proficient users. The behaviorist view also fits the general idea that language is learned by imitation. Students attempts are rewarded, they repeat them and eventually learn to make sequential sounds. (Freeman and Freeman, 2004, p.2)
Behaviorism is a philosophy of psychology based on the proposition that all things that humans do- including acting, thinking and feeling can and should be regarded as behaviors, and that psychological disorders are best treated by altering behavior patterns or modifying the environment. According to behaviorism, individuals response to different environmental stimuli shapes our behaviors. Behaviorists believe behavior can be studied in a methodical and recognizable manner with no consideration of internal mental states. Thus, all behavior can be clarified without the need to reflect on psychological mental states.Its main influences were Ivan Pavlov, who instigated classical conditioning although he did not necessarily agree with behaviorism or behaviorists, Edward Lee Thorndike, John B Watson who rejected introspective methods and sought to restrict psychology to experimental methods, and B.F. Skinner who conducted research on operant conditioning.
Audio Lingual Method
The audio lingual method is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement--correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. The audio lingual advised that the students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio lingual method didn't focus on teaching vocabulary. Rather the teacher drilled students in the use of grammar. Applied to language instruction and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure--everything is simply memorized in form.
Dogget (1986), as cited in Díaz-Rico & Weed (2010, p. 51) argued that the audio lingual method of language learning is based on behavioral principles. Oral practice is believed to be the primary means to language learning. Teachers provide oral pattern drills that are based on specific grammatical forms. The role of the teacher is to direct and control students' behavior, provide a model, and reinforce correct responses.
The audio lingual method was used to train soldiers a foreign language during World War Two. It became known as the "Army Method". Less than a year after America"s entry into the war, Leonard Bloomfield published a guide on learning languages for which teaching materials were unavailable. And linguists across the country prepared grammars, phrase books, dictionaries and other teaching materials. The audio lingual method consisted of a shift in emphasis from the written to the spoken language and immersion in intensive, practical instruction. What they advocated was for speech, not writing. Reading and writing could be presented later. When literacy skills were taught they needed to be based on oral skills, (Bowen, Madsen & Hilferty, 1985).
Descriptive Linguistics
Descriptive linguistics is the work of objectively analyzing and describing how language is spoken by a group of people in a speech community. All scholarly research in linguistics is descriptive, like all other sciences, its aim is to observe the linguistic world as it is without the bias of preconceived ideas about how it ought to be. Modern descriptive linguistics is based on a structural approach to language, as exemplified in the work of Leonard Bloomfield.
Linguistic description is often contrasted with linguistic prescription which is found especially in education and in publishing. Prescription seeks to define standard language forms and give advice on effective language use, and can be thought of as a presentation of the fruits of descriptive research in a learnable form. Prescription and description are complementary, but have different priorities and sometimes are seen to be in conflict, (Diaz-Rico, & Weed, 2010, p. 51).
References:
Bowen, J. D., Madsen, H. S., & Hilferty, A. (1985). TESOL techniques and procedures. Cambridge, MA: Newbury House.
Díaz-Rico, L. T. & Weed, K. Z. (2010). The cross-cultural, language, and academic development handbook, fourth edition. Boston, MA: Allyn & Bacon.
Freeman, D. E. & Freeman, Y. S. (2004). Essential Linguistics. Portsmouth, NH: Heinemann.
Whyte, M. S. (n.d.). Learning & Teaching Foreign Languages. Learning & Teaching Foreign Languages. Retrieved May 12, 2012, from http://unt.unice.fr/uoh/learn_teach_FL/affiche_theorie.php?connexion=
Behaviorism and Language Learning
Although behaviorism is not strictly a linguistic theory, its vast influence on learning theory has affected second language teaching. Behaviorists claim that the mind is a blank slate a learner must be filled with content during the course of teaching.(Skinner, 1957) Strict principles of timing, repetition and reward led to classroom methodology that incorporated extensive drill and practice of language components, from sounds to complex sentences. Three aspects of behaviorism are still used in contemporary language teaching, audio lingualism, direct teaching\mastery learning, and total physical response.
Behaviorism is an approach to learning developed at the turn of the century with the scientific description of behavior, often generalizing from animal experiments to human experiments, (Whyte, n.d.). Learning depends of the response of the individual to the environment. Whatever is reinforced is repeated, in this view, children have the potential for the language and become proficient users. The behaviorist view also fits the general idea that language is learned by imitation. Students attempts are rewarded, they repeat them and eventually learn to make sequential sounds. (Freeman and Freeman, 2004, p.2)
Behaviorism is a philosophy of psychology based on the proposition that all things that humans do- including acting, thinking and feeling can and should be regarded as behaviors, and that psychological disorders are best treated by altering behavior patterns or modifying the environment. According to behaviorism, individuals response to different environmental stimuli shapes our behaviors. Behaviorists believe behavior can be studied in a methodical and recognizable manner with no consideration of internal mental states. Thus, all behavior can be clarified without the need to reflect on psychological mental states.Its main influences were Ivan Pavlov, who instigated classical conditioning although he did not necessarily agree with behaviorism or behaviorists, Edward Lee Thorndike, John B Watson who rejected introspective methods and sought to restrict psychology to experimental methods, and B.F. Skinner who conducted research on operant conditioning.
Audio Lingual Method
The audio lingual method is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement--correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. The audio lingual advised that the students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio lingual method didn't focus on teaching vocabulary. Rather the teacher drilled students in the use of grammar. Applied to language instruction and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure--everything is simply memorized in form.
Dogget (1986), as cited in Díaz-Rico & Weed (2010, p. 51) argued that the audio lingual method of language learning is based on behavioral principles. Oral practice is believed to be the primary means to language learning. Teachers provide oral pattern drills that are based on specific grammatical forms. The role of the teacher is to direct and control students' behavior, provide a model, and reinforce correct responses.
The audio lingual method was used to train soldiers a foreign language during World War Two. It became known as the "Army Method". Less than a year after America"s entry into the war, Leonard Bloomfield published a guide on learning languages for which teaching materials were unavailable. And linguists across the country prepared grammars, phrase books, dictionaries and other teaching materials. The audio lingual method consisted of a shift in emphasis from the written to the spoken language and immersion in intensive, practical instruction. What they advocated was for speech, not writing. Reading and writing could be presented later. When literacy skills were taught they needed to be based on oral skills, (Bowen, Madsen & Hilferty, 1985).
Descriptive Linguistics
Descriptive linguistics is the work of objectively analyzing and describing how language is spoken by a group of people in a speech community. All scholarly research in linguistics is descriptive, like all other sciences, its aim is to observe the linguistic world as it is without the bias of preconceived ideas about how it ought to be. Modern descriptive linguistics is based on a structural approach to language, as exemplified in the work of Leonard Bloomfield.
Linguistic description is often contrasted with linguistic prescription which is found especially in education and in publishing. Prescription seeks to define standard language forms and give advice on effective language use, and can be thought of as a presentation of the fruits of descriptive research in a learnable form. Prescription and description are complementary, but have different priorities and sometimes are seen to be in conflict, (Diaz-Rico, & Weed, 2010, p. 51).
References:
Bowen, J. D., Madsen, H. S., & Hilferty, A. (1985). TESOL techniques and procedures. Cambridge, MA: Newbury House.
Díaz-Rico, L. T. & Weed, K. Z. (2010). The cross-cultural, language, and academic development handbook, fourth edition. Boston, MA: Allyn & Bacon.
Freeman, D. E. & Freeman, Y. S. (2004). Essential Linguistics. Portsmouth, NH: Heinemann.
Whyte, M. S. (n.d.). Learning & Teaching Foreign Languages. Learning & Teaching Foreign Languages. Retrieved May 12, 2012, from http://unt.unice.fr/uoh/learn_teach_FL/affiche_theorie.php?connexion=