Behaviorism and foreign language learning
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This document discusses behaviorism and its key figures and application in language learning. Behaviorism focuses on observable behaviors and views the mind as a "black box." Key figures include Pavlov who discovered classical conditioning through training a dog to salivate to a tone, and Skinner who developed operant conditioning through reinforcement of behaviors. In the 1950s-60s, behaviorism influenced the audiolingual method of language teaching, which used repetition, pattern drills, and reinforcement to build stimulus-response associations without explicit focus on meaning or cognition. Writing instruction focused on imitation and copying practiced sentences.
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04. Mentalism.pptx
1. Noam Chomsky argued that language acquisition is biologically programmed rather than learned through behaviorist conditioning. He posited that humans are born with an innate language acquisition device (LAD) that allows children to quickly and easily learn the rules of any human language during a critical period of development in early childhood.
2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
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Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
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This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
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Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
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3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
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04. Mentalism.pptx
1. Noam Chomsky argued that language acquisition is biologically programmed rather than learned through behaviorist conditioning. He posited that humans are born with an innate language acquisition device (LAD) that allows children to quickly and easily learn the rules of any human language during a critical period of development in early childhood.
2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
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This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
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Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
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Chomsky proposed the concepts of deep structure and surface structure. Deep structure refers to the abstract meaning of a sentence, while surface structure is the actual spoken or written form. A transformation function links deep structure and surface structure. For example, the deep structure of "Visiting doctors can be nuisance" could be either "We visit doctors. It can be nuisance" or "Doctors visit us. They can be nuisance". Deep structure represents thematic relations, with elements in the same syntactic position regardless of their position in surface structure.
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This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Cognitive theory
Cognitive approaches to second
language learning
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
PDF created with pdfFactory Pro trial version www.pdffactory.com
What are the Schools of thought?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
PDF created with pdfFactory Pro trial version www.pdffactory.com
What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
Linguistic oriented theories,behaviorism and innatism
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Applied linguistics
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
John Schumann's Acculturation Model
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Summary chapter 1 of psychology of language teachers [updated]
This document provides an overview of educational psychology theories related to behaviorism and cognitive psychology. It discusses early theories like behaviorism proposed by Pavlov and Skinner which viewed learning as stimulus-response conditioning. It also discusses cognitive psychology and how it takes into account mental processes like attention, memory, problem-solving and intelligence, unlike behaviorism. The document compares the teacher-oriented audiolingual method based on behaviorism to cognitive approaches and discusses some weaknesses and strengths of both perspectives in language teaching.
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Stephan Krashen's five hypotheses
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
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The document discusses conversational implicature, which is when a speaker implies something beyond their words by relying on shared context and cooperation between the speaker and listener. It provides examples of implicatures, such as one speaker bringing bread but not cheese, implying they did not bring the cheese. The document also explains how implicatures allow speakers to imply more than they state through inferences the listener recognizes based on the context of the conversation.
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This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
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Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
Universal grammar
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
Product oriented syllabus1
This document discusses different types of syllabus planning approaches, including product-oriented, process-oriented, analytic, synthetic, grammatical, and functional-notional syllabuses. It explains that product syllabuses focus on the knowledge and skills learners gain, while process syllabuses focus on learning experiences. A synthetic approach teaches language parts separately and gradually builds the whole structure, whereas an analytic approach presents language in chunks of varying difficulty. Grammatical syllabuses break language into discrete units based on grammatical criteria. Functional-notional syllabuses focus on the purposes and meanings expressed through language.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Language acquisition - the behaviorist theory
The document discusses the Behaviorist Theory of language acquisition, as proposed by B.F. Skinner. Skinner believed that language is learned through observable behaviors and interactions between individuals and their environment, without internal mental processes. He claimed that children acquire language by associating words with objects and responses through reinforcement. However, critics argue that Behaviorism cannot explain how children understand abstract concepts without examples, or how they can creatively generate new grammatical structures not heard before from adults. The document examines the key claims of Behaviorism and the main arguments that have been made against it.
What is Universal Grammar Theory and its Criticism
This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
Contrastive analysis
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Direct method in applied linguistics
This presentation is about method used in Applied Linguistics to teach English as a 2nd or foreign language.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Cognitive theory
Cognitive approaches to second
language learning
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
PDF created with pdfFactory Pro trial version www.pdffactory.com
What are the Schools of thought?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
PDF created with pdfFactory Pro trial version www.pdffactory.com
What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
Linguistic oriented theories,behaviorism and innatism
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Classical conditioning and operant conditioning are two prominent theories of learning. Classical conditioning, studied by Ivan Pavlov, is a type of learning where a neutral stimulus becomes associated with a reflexive response through repeated pairing. Operant conditioning, developed by B.F. Skinner, is a type of learning based on the idea that behavior is shaped by its consequences. Behaviorist psychologists draw conclusions based on observations of what organisms do in their environment, and their theories include classical conditioning, operant conditioning, and other types of cognitive, observational, and social learning.
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THE ESSAY OF BEHAVIORISM THEORY OF LANGUAGE TEACHING AND LEARNING
The behaviorism is primarily associated with Pavlov (classical conditioning)in Russia and J.B Watson. While, B.F Skinner in United States(operant conditioning). The two types of possible conditioning that are classical and operant conditioning are explained as follows.Behaviorism
The document discusses the behavioral approach to language learning, which views language as a simple behavior shaped through stimulus-response conditioning and imitation. Behaviorists believe language is acquired through reinforcement from caretakers modeling speech. While experiments support association and imitation in language learning, behaviorism is limited as it does not account for the natural environment, brain maturation, or the creativity involved in generating novel sentences.
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The document discusses the psychological basis of contrastive analysis through several key points:
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Behaviorism and foreign language learning
- 2. WHAT IS BEHAVIORISM? KEY FIGURES APPLICATION IN LANGUANGE LEARNING
- 3. - Behaviorism focuses on the study of overt behaviors that can be observed and measured. - It views that mind is a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of cognitive.
- 4. PAVLOV - He conducted a series of experiments by training a dog to salivate when hearing a turning fork. Then it is known as classical conditioning
- 5. Before Conditioning Unconditioned stimulus Unconditioned response Neutral stimulus No response
- 7. Conditioning stimulus-response behavior • The founder of behaviorism • Adopted Pavlov’s classical conditioning to explain all types of learning. •He rejected mentalistic notion of innateness and instinct •He believes that by the process of conditioning we can built stimulus-response connections.
- 8. - His work is often referred to as connectionism, neural connection Learning Forget - According to him, learning is the process of forming association or bonds. stimulus response Stamping in Stamping out
- 9. Thorndike proposed 3 laws of learning 1. Law of Readiness or Law of tendency - a preparation of action - organism will learn only when he/she is physically and mentally ready for it 2. Law of exercise - practice/drill helps in increasing learning efficiency 3. Law of effect - the greater of the satisfaction, the strong motive to learn will be
- 10. Skinner created new concept called Operant Conditioning/Instrumental Conditioning He called Pavlov’s conditioning Respondent Conditioning What is the difference?
- 11. e.g. Crying can be either Respondent or Operant responsestimuli consequence Respondent Conditioning (Pavlov) Operant Conditioning (Skinner) Stimuli precede response Consequences follow response
- 12. Stimulus Organism (Human Being) Response Behavior Reinforcement Negative Reinforcement Behavior likely to occur again and become habit Behavior not likely to occur again
- 13. In 1950s and 1960s, the learning theory of Behaviorism underpinned the used of Audioligual Method (ALM) on language teaching, with three crucial learning elements: 1. Stimulus 2. Response 3. Reinforcement
- 14. 1. Repetition 2. Inflection 3. Replacement 4. Restatement 5. Completion 6. Transposition 7. Expansion 8. Contraction 9. Transformation 10. Integration 11. Rejoinder 12. Restoration • The classroom environment is arranged with mimicry, memorization, and pattern drills. • Brook(1964: 156-61) proposed some various pattern drills used in ALM, as follows:
- 15. Likewise the Direct Method, Audiolingual believes that language is primarily speech. Brooks as quoted by Richards and Rodgers (2002) say, “Language is primarily what is spoken and only secondarily what is written.” So, how to teach writing by using ALM?
- 16. In ALM teaching writing skill is always dependent
- 17. At the beginning level, writing is purely imitative and consists of little more than copying out sentences that have been practiced. At the advanced level, students may develop by using some variations in using the structures that have been previously learned. Richards and Rodgers (2002) write, “As proficiency increases, students may write out variations of structural items they have practiced or write short compositions on given topics with the help of framing questions, which will guide their use of the language.”
- 18. According to Behaviorism theory, “Learning is habit formation”
- 19. Thank you…