Behaviourism
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Behaviourism was an influential theory of learning in the 1940s-1950s that viewed language development as the formation of habits through imitation and practice. B.F. Skinner's work with operant conditioning chambers demonstrated that behaviors are shaped through reinforcement or discouragement. Traditional behaviourism hypothesized that children learn language by imitating others and being positively reinforced through praise for their attempts. The environment plays a key role by providing consistency in reinforcement to shape a child's language behaviors.
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Chomsky’s theory
Chomsky's theory proposes that children are born with an innate, inherited ability to learn language. He believes they acquire language not through imitation but by having an innate understanding of grammar rules and word categories like nouns and verbs. Evidence for his theory includes that children notice grammatical errors by adults and tend to use correct word order and make up words as they learn. However, his theory does not disprove the role of learning language through interactions with others or explain differences in how easily children learn new languages.
Chomsky LAD and UG
Noam Chomsky is an influential American linguist known for developing the theory of transformational grammar and the theory of universal grammar. He proposed the existence of an innate language acquisition device (LAD) that contains the fundamental rules of grammar and allows children to rapidly acquire language abilities. The LAD hypothesizes that humans are born with an understanding of basic linguistic concepts like nouns and verbs. While the specific neurological basis of the LAD is theoretical, Chomsky's work contributed to the field of cognitive science and theories of innate linguistic knowledge.
Linguistic & language teaching
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
Behaviorism (Linguistics)
Burrhus Frederic Skinner developed the theory of stimulus-response or operant conditioning to explain language acquisition. He believed that language is a learned behavior acquired through associations between stimuli and responses that are reinforced. According to Skinner, children learn language by imitation and having their vocalizations selectively reinforced through rewards like praise or attention from caregivers. Over time, successive approximations of words and sentences are shaped and chained together through reinforcement until the child masters the language. However, the theory faced limitations in explaining more complex linguistic phenomena.
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.
Cognitivism
Cognitivism rejects behaviorism and instead focuses on internal mental processes like thinking, memory, and problem solving. It views learning as involving the formation of mental representations and associations rather than just stimulus-response behaviors. Cognitivism sees humans as actively generating knowledge through cognitive processes like recognizing, analyzing, and evaluating information, rather than just passively responding to environmental conditions. Cognitive theories emphasize understanding over rote memorization and see the teacher's role as facilitating meaningful learning by helping students relate new concepts to their prior knowledge.
Language learning theories
The document discusses several theories of language learning, including cognitive, behavioral, and developmental theories. Cognitive theories view language as a tool for organizing information and propose language learning strategies involve memory, patterns, and generalization. Jean Piaget's theory found cognitive development precedes language, while Lev Vygotsky argued language is a symbolic tool that enables thinking. Behaviorism views all behavior as learned through reinforcement and rejects internal mental states. John Watson defined behaviorism as the science of observable behavior without internal mental concepts.
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.
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Chomsky’s theory
Chomsky's theory proposes that children are born with an innate, inherited ability to learn language. He believes they acquire language not through imitation but by having an innate understanding of grammar rules and word categories like nouns and verbs. Evidence for his theory includes that children notice grammatical errors by adults and tend to use correct word order and make up words as they learn. However, his theory does not disprove the role of learning language through interactions with others or explain differences in how easily children learn new languages.
Chomsky LAD and UG
Noam Chomsky is an influential American linguist known for developing the theory of transformational grammar and the theory of universal grammar. He proposed the existence of an innate language acquisition device (LAD) that contains the fundamental rules of grammar and allows children to rapidly acquire language abilities. The LAD hypothesizes that humans are born with an understanding of basic linguistic concepts like nouns and verbs. While the specific neurological basis of the LAD is theoretical, Chomsky's work contributed to the field of cognitive science and theories of innate linguistic knowledge.
Linguistic & language teaching
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
Behaviorism (Linguistics)
Burrhus Frederic Skinner developed the theory of stimulus-response or operant conditioning to explain language acquisition. He believed that language is a learned behavior acquired through associations between stimuli and responses that are reinforced. According to Skinner, children learn language by imitation and having their vocalizations selectively reinforced through rewards like praise or attention from caregivers. Over time, successive approximations of words and sentences are shaped and chained together through reinforcement until the child masters the language. However, the theory faced limitations in explaining more complex linguistic phenomena.
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.
Cognitivism
Cognitivism rejects behaviorism and instead focuses on internal mental processes like thinking, memory, and problem solving. It views learning as involving the formation of mental representations and associations rather than just stimulus-response behaviors. Cognitivism sees humans as actively generating knowledge through cognitive processes like recognizing, analyzing, and evaluating information, rather than just passively responding to environmental conditions. Cognitive theories emphasize understanding over rote memorization and see the teacher's role as facilitating meaningful learning by helping students relate new concepts to their prior knowledge.
Language learning theories
The document discusses several theories of language learning, including cognitive, behavioral, and developmental theories. Cognitive theories view language as a tool for organizing information and propose language learning strategies involve memory, patterns, and generalization. Jean Piaget's theory found cognitive development precedes language, while Lev Vygotsky argued language is a symbolic tool that enables thinking. Behaviorism views all behavior as learned through reinforcement and rejects internal mental states. John Watson defined behaviorism as the science of observable behavior without internal mental concepts.
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.
Chomsky's theories of-language-acquisition1-1225480010904742-8
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
universal grammar
This document discusses Universal Grammar (UG) and its relationship to second language acquisition. It first defines UG as the innate system of principles and rules common to all human languages. UG consists of principles that are universal across languages and parameters that can vary. It examines different models of how UG relates to second language learning, including direct access, indirect access through the first language, and no access models. The document concludes that while UG is accessible in second language acquisition, learners initially rely on their first language parameter settings but can adjust based on the second language input.
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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.
Psycholinguistics
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The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
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Cognitive language acquisition theories presentation
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The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Theories of language acquisition
The document discusses several theories of language acquisition:
- Behaviorism posits that language is learned through reinforcement but fails to explain innate language structures.
- Chomsky argued language has an innate "language acquisition device" based on limited language input children receive. However, it neglects the social context of language.
- Cognitive theories link language development to cognitive development but cannot fully explain syntax.
- Input/interactionist theories emphasize the importance of language interactions with caregivers, though children still progress through similar stages across cultures. Overall, the theories provide partial rather than complete explanations of language acquisition.
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Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Behaviourism 2011 version
The document provides an overview of behaviourism in psychology. It discusses the key figures of Edward Thorndike, Ivan Pavlov, John Watson, and B.F. Skinner and their major contributions. Behaviourism rejected unobservable mental events and focused on observable stimuli and responses that could be scientifically studied. While behaviourism was highly influential for decades, its dominance has declined as other approaches in psychology emerged that considered additional factors beyond direct environmental influences.
Notes on Behaviourism
This is in no way intended to constitute a proper introduction to this school of learning theory, but to accompany a selective discussion in class.It has been annotated so some of it can stand alone
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Chomsky's theories of-language-acquisition1-1225480010904742-8
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
universal grammar
This document discusses Universal Grammar (UG) and its relationship to second language acquisition. It first defines UG as the innate system of principles and rules common to all human languages. UG consists of principles that are universal across languages and parameters that can vary. It examines different models of how UG relates to second language learning, including direct access, indirect access through the first language, and no access models. The document concludes that while UG is accessible in second language acquisition, learners initially rely on their first language parameter settings but can adjust based on the second language input.
Behaviorism and foreign language learning
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.
Interlanguage hypothesis
The interlanguage hypothesis proposes that second language learners develop their own language system, or "interlanguage", that is influenced by their native language and the target language they are learning. This interlanguage contains errors and patterns from both languages and evolves as the learner progresses. The hypothesis was introduced in the 1970s as an alternative to contrastive analysis for explaining second language acquisition. It views learner errors as part of a rule-governed developmental process rather than mother tongue interference.
Language functions
The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
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.
SLA: Approaches, methods and techniques
This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
STAGES OF LANGUAGE ACQUISITION
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
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.
Psycholinguistics
Psycholinguistics is an interdisciplinary field that studies the cognitive and neurobiological factors that enable humans to acquire, comprehend, and produce language. It examines the psychological processes underlying language use and how linguistic concepts are represented in the mind. Psycholinguistics draws on ideas from linguistics, psychology, cognitive science, and other fields to understand how humans process language through speaking, listening, reading, and writing and how language is acquired. The goal of psycholinguistics is to understand the structures and processes that underlie humans' remarkable ability to use language.
Inter language theory
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
Language learning cognitive approach (1)
The cognitive approach to language learning deals with mental processes like memory and problem solving. It emphasizes that language learning is an active mental process, not just habit formation. The cognitive approach focuses on learning strategies that are compatible with learners' cognitive styles. Teachers encourage learners to think about their cognitive preferences and how to optimize learning. Grammar can be taught deductively or inductively, and errors are seen as part of the learning process. The role of the teacher is to analyze the language being taught and explore different student needs, while students take responsibility for their own learning.
Cognitive language acquisition theories presentation
Cognitive Language Acquisition Theories discusses Jean Piaget and Lev Vygotsky's theories of language development. Piaget believed that cognitive development precedes language acquisition and that children progress through four stages of development. Vygotsky argued that language and thought have different origins that intersect, and that social learning in the Zone of Proximal Development is important for cognitive development. Both theorists linked cognitive and language development but disagreed on the influence of social factors and the ability to accelerate learning.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Theories of language acquisition
The document discusses several theories of language acquisition:
- Behaviorism posits that language is learned through reinforcement but fails to explain innate language structures.
- Chomsky argued language has an innate "language acquisition device" based on limited language input children receive. However, it neglects the social context of language.
- Cognitive theories link language development to cognitive development but cannot fully explain syntax.
- Input/interactionist theories emphasize the importance of language interactions with caregivers, though children still progress through similar stages across cultures. Overall, the theories provide partial rather than complete explanations of language acquisition.
Theories of Psycholinguistics.
Theories of PSYCHOLINGUISTICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
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Chomsky's theories of-language-acquisition1-1225480010904742-8
Chomsky's theories of-language-acquisition1-1225480010904742-8
Cognitive language acquisition theories presentation
Cognitive language acquisition theories presentation
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Behaviourism 2011 version
The document provides an overview of behaviourism in psychology. It discusses the key figures of Edward Thorndike, Ivan Pavlov, John Watson, and B.F. Skinner and their major contributions. Behaviourism rejected unobservable mental events and focused on observable stimuli and responses that could be scientifically studied. While behaviourism was highly influential for decades, its dominance has declined as other approaches in psychology emerged that considered additional factors beyond direct environmental influences.
Notes on Behaviourism
This is in no way intended to constitute a proper introduction to this school of learning theory, but to accompany a selective discussion in class.It has been annotated so some of it can stand alone
Behaviorism Theory of Learning
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
Behaviorism Powerpoint
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
Behaviorism
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
Behaviourism
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
Behaviourism
Behaviourism is a learning theory that focuses on observable behaviours and discounts internal mental states. It is based on the assumption that all behaviours are acquired through conditioning. B.F. Skinner developed radical behaviourism which viewed behaviour as being shaped by environmental influences and reinforcement or punishment. Behaviourism aims to condition desired behaviours through positive and negative reinforcement like rewarding students for correct responses. While it allows for measurable learning objectives set by teachers, behaviourism has been criticized for ignoring cognitive processes, free will, and learner input.
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.
Behaviorism
B.F. Skinner was an American psychologist who developed the theory of operant conditioning. Some key aspects of Skinner's work include:
- He focused on observable behavior and studied how environmental consequences shape behavior through reinforcement or punishment.
- He conducted experiments using operant conditioning techniques like positive reinforcement and schedules of reinforcement.
- His theory of operant conditioning differed from Thorndike and Hull's theories in that he took a strictly descriptive approach rather than an explanatory one.
- Skinner's research influenced psychology for decades and contributed to behavior modification techniques, but he was also criticized for his extreme behaviorism and narrow focus on observable behavior only.
slides on B. F. Skinner's main tents
B.F. Skinner was an American psychologist who developed the theory of behaviorism. He believed that human behavior is shaped by environmental influences and consequences. Skinner's major works explored how positive and negative reinforcement can influence behavior. Positive reinforcement strengthens behaviors by rewarding them, while negative reinforcement increases behaviors by removing unpleasant stimuli. Skinner's theory of behaviorism had a significant impact on psychology and education.
First language acquisition (behaviourism)
Children acquire their first language through a predictable developmental process. They begin with babbling and one-word utterances around 12 months, progressing to two-word sentences by age 2 and grammatically complex language by age 4. Theoretical approaches to first language acquisition include behaviorism, which views language as learned through imitation, practice, and reinforcement from the environment. Innatism posits that language ability is innate to the mind. Interactionist perspectives consider both internal and external factors in language learning through social interaction.
Behavioristic theories
Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Advocated by famous psychologists such as John B. Watson and B.F. Skinner, behavioral theories dominated psychology during the early half of the twentieth century. Today, behavioral techniques are still widely used in therapeutic settings to help clients learn new skills and behaviors
Behaviorism
The document provides an overview of the behavioral (learning) approach. It discusses the major theories of learning put forth by behavioral psychologists, including classical conditioning proposed by Pavlov, operant conditioning by Thorndike and Skinner, and observational learning. It also outlines the key figures in the development of behaviorism from Watson to Bandura and Rotter. Finally, it discusses applications of behaviorism to education, including the use of reinforcement and punishment in the classroom.
Behaviourism & structuralism
The document discusses the theories of behaviourism and structuralism in linguistics. [1] Behaviourism views language as observable stimuli and responses without consideration for internal mental processes. [2] Structural linguistics developed from Ferdinand de Saussure's work and treats language as a system of structured elements that code meaning. [3] Key figures discussed include B.F. Skinner, Leonard Bloomfield, Robert Lado, Charles Fries, and Ferdinand de Saussure.
Social Learning Theory Bandura
The document discusses the importance of observing and modeling the behaviors of others. It defines observation as watching someone or something carefully to learn, and modeling as copying or learning from someone seen as competent. Modeling involves four processes: attention, retention, reproduction, and motivation. The document suggests teachers should use vicarious reinforcement and model positive behaviors themselves to help students learn.
Behaviorism
Burrhus Frederic Skinner was an American psychologist born in 1904 who is known for his emphasis on behaviorism. He is best known for inventing the Skinner Box to study operant conditioning. Some of his major works included The Behavior of Organisms and Beyond Freedom and Dignity. Skinner died in 1990 at the age of 86. Behaviorism can be applied in the classroom to control student behavior through reinforcement schedules, contingency contracting, prompting, modeling appropriate behavior, and using punishment.
AbigailGauthier behaviorism
Behaviorism is a learning theory that explains learning as responses to external stimuli through classical and operant conditioning without consideration of mental states. Key people associated with behaviorism include John B. Watson, B.F. Skinner, E.L. Thorndike, and Ivan Pavlov who is famous for classical conditioning experiments with dogs. In the classroom, behaviorism implies that teachers create specific behaviors in students through positive and negative reinforcement like rewards and punishments, which can now incorporate technology tools.
Ritacco-theory
Behaviorism is a learning perspective that focuses on observable behaviors rather than internal mental states. It claims that all actions are behaviors that can be influenced and shaped through stimuli and consequences in the environment. Some key influences on behaviorism include Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. In education, behaviorism emphasizes using rewards systems and positive or negative reinforcement to encourage good behaviors in students. Teachers can also use technology to create variety and virtual learning experiences.
Materialsm
Materialism is the view that only matter is real and that everything, including the mind, can be explained through physics and chemistry. It is opposed to idealism and claims that only things that can be observed through the senses or experiments are part of reality. Materialists believe that matter, its motions, and properties make up the ultimate nature of all things and that there is no supernatural or spiritual reality. Modern forms of materialism, like mechanistic materialism, view everything, including humans and thought, as simply matter in motion governed by physical laws, reducing mind to the physical workings of the body. New materialism rejects the idea that everything is based on strict physical laws and direct contact, believing instead that mind and body are identical
Freudianism Theory
Sigmund Freud (1856-1939) was an Austrian neurologist who founded the psychoanalytic school of psychology. He is best known for his theories of the unconscious mind and the defense mechanism of repression. Freud believed that early childhood experiences, especially relating to sexuality and the parent-child relationship, deeply influence personality development. His psychoanalytic theory proposes that unconscious desires, especially sexual and aggressive wishes, shape conscious actions and experiences.
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Behaviourism
- 2. INTRODUCTION • Behaviourism was a theory of learning that was very influential in the 40’s and 50’s, especially in the US. • Concerning language learning, B. F. Skinner is the best-known proponent.
- 3. B. F. SKINNER • Psychology Professor at Harvard University. • He invented the operant conditioning chamber, also known as the Skinner Box. • Stimuli • Principle of reinforcement
- 4. TRADITIONAL BEHAVIOURISM • They hipothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard receive ‘positive reinforcement’. • Praise • The child will continue to imitate
- 5. IMPORTANCE OF THE ENVIRONMENT • Environment. • Children would continue to imitate. • Quality and quantity • Consistency of the reinforcement • Shape the child’s language behaviour.
- 6. IMITATION AND PRACTICE • Imitation: Word-for-word repetition of someone else’s utterance. • Example: Let’s do this Do this • Practice: Repetitive manipulation of form. • Example: I love you. I love ice cream. I love my dog.
- 7. OVERGENERALIZATION • When learning patterns in a language, children tend to overgeneralize. • Further problems if not corrected. • Example: third person inflection irregular verbs
- 8. DISCOURAGEMENT OF BAD HABITS • Skinner Box • If a bad behaviour is not dismissed, the child will continue to practice it. • In the classroom, discouragement can include bad grades and difficult exams.
- 9. MIMICRY AND MEMORIZATION • Brooks and Lado were the proponents of this perspective. • Learning sentence patterns and dialogues.
- 10. Because language development was viewed as the formation of habits, it was assumed that a person learning a second language would start off with the habits formed in the first language and that these habits would interfere with the new ones needed for the second language.
- 11. CONTRASTIVE ANALISIS HYPOTHESIS (CAH) • Was linked to Behaviourism. • When the first language and the target language are similar, learners should acquire target language structures with ease. • When there are differences, learners should have difficulty.
- 12. • Researchers have found that learners do not make all the errors predicted by the CAH. • Many of their actual errors are not predictable on the basis of their first language. • The sentences they produce are ungrammatical in both languages.
- 13. HOW CAN BEHAVIOURISM HELP STUDENTS TO LEARN? • Repeating helps habit formation. • You can learn patterns, syntax and lexicon by repeating and imitating. • You can even reinforce yourself.
- 14. HOW CAN BEHAVIOURISM HELP TEACHERS? • They can make exercises based on Behaviourism. • This means: repeating sentences and words. • They can encourage students by reinforcement such as good grades, extra points or even finishing the class earlier.
- 15. BIBLIOGRAPHY • Lightbown P. (2006) How Languages are Learned. China: Oxford University Press. • http://en.wikipedia.org/wiki/B._F._Skinner • http://en.wikipedia.org/wiki/Behaviorism