This document provides an overview of behaviorism and its influences on acquiring English as a second language. It discusses the key theorists and experiments in behaviorism, including Pavlov's classical conditioning experiment with dogs, Watson's "Little Albert" experiment, and Skinner's operant conditioning experiment with rats. The document also notes strengths and weaknesses of applying behaviorism to second language acquisition, such as the challenges of overcoming influences from one's first language. Finally, it describes the roles of students and teachers in a behaviorist framework, with students as passive receivers of knowledge and teachers as the central authority figures.
1. BEHAVIORISM
AN OVERALL LOOK AND ITS INFLUENCES IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUAGE
JOSSETTE TAVERAS, YARELLYS NEVÁREZ AND ELISA ROSAS
EDUC 501
PROFESSOR K.A. BARON
APRIL 5, 2015
2. Behaviorism
Assumes that a learner is essentially passive,
responding to environmental stimuli
Believes that a learner starts out with a “tabula
rassa”clean slate, and behavior is shaped by positive
and negative reinforcement
Reinforcement, positive or negative, increases the
possibility of an event happening again
3. Behaviorism
Positive reinforcement is the application of a stimulus
Negative reinforcement is the withdrawal of a
stimulus
Is a precursor to cognitive learning.
4. Behaviorism
Theory of Classical Conditioning
Ivan Pavlov
After doing this for a certain period of
time, Pavlov would ring the bell without
presenting food. The dogs would salivate
just from the sound of the bell.
The connection the dogs made
between the bell ringing and the food,
caused the dogs to associate the two,
so they responded to the bell even
without the presence of the food.
Did the experiment with the dogs.
Ivan Pavlov did a famous
experiment that demonstrates the
theory of classical conditioning (or
respondent conditioning).
Every time Pavlov would bring put
out the dogs’ food he would ring a
bell.
6. Behaviorism
Theory of Classical Conditioning
Conducted the “Little Albert”
experiment in collaboration with
Rosalie Rayner
Around the age of nine months,
Watson and Rayner exposed Little
Albert to a series of stimuli including a
white rat, a rabbit, a monkey, masks
and burning newspapers and
observed his reactions
The boy initially showed no fear of any of
the objects he was shown
The next time Albert was exposed the
rat, Watson made a loud noise by hitting
a metal pipe with a hammer
The child began to cry after hearing the
loud noise
After repeatedly pairing the white rat
with the loud noise, Albert began to cry
simply after seeing the rat
John B. Watson
8. Behaviorism
Theory of Operant Conditioning
B.F. Skinner
Conducted an experiment using a
rat in a box that had to push a lever
in order to get food
Whenever the rat pressed the lever,
food would be released.
After the experience of multiple trials,
rats learned the association between
the lever and food
Rats spent more of their time in the
box procuring food than performing
any other action
Operant Conditioning
the use of consequences to modify the
occurrence or form of behavior. Differs
from classical conditioning in that it
deals with voluntary behavior.
These theories are used often in
daily life with everything from
parenting to schooling to work life
11. Behaviorism
Strengths
Based upon observable behaviors, so it is easier to quantify and collect
data and information when conducting research
Effective therapeutic techniques such as intensive behavioral intervention,
behavior analysis, token economies, and discrete trial training are all
rooted in behaviorism
These approaches are often very useful in changing harmful behaviors in
both children and adults
12. Behaviorism
Weaknesses
It is a one-dimensional approach to understanding human behavior
behavioral theories do not account for free will and internal influences
such as moods, thoughts, and feelings
Does not account for other types of learning, especially learning that
occurs without the use of reinforcement and punishment
People and animals are able to adapt their behavior when new
information is introduced, even if a previous behavior pattern has been
established through reinforcement.
13. Behaviorism & The Acquisition of
English as a Second Language
PROS
People learn a new language according to the very same principles that they
identified to child language acquisition
They imitate words, for example and are rewarded when people understand
what they say(positive reinforcement)
They repeat the process, it becomes a “habit” and it is therefore learned
In contrast, when they use a wrong pattern in the new language, they are
“punished” by others not understanding them
Therefore this pattern is not repeated
14. Behaviorism & The Acquisition of
English as a Second Language
CONS
Behaviorists recognize that second language(L2) learning must
logically differ from first language(L1) acquisition where one of the
most crucial assumptions is the learners are older and hence no longer
a “tabula rasa”
The language patterns learned from their first language have already
become habits
Where the new language is very similar to the L1, this is not a problem.
15. Behaviorism & The Acquisition of
English as a Second Language
CONS (continued)
When the new language is quite different from the L1
this leads to the problem of L1 transfer and interference
The learner applies L1 patterns to the new language out of habit, and this leads
to using wrong patterns in the new language
If uncorrected, these errors become habits in the new language, and thus, the
learner fails to learn the language correctly
A great example of this is when Puerto Rican adults emigrated to the United States. Their
first language being Spanish, they had to learn from the spoken language, therefore
many times they were not corrected and used incorrect terms in English, particularly verb
tense or the absence of verbs: “You new here?
16. Behaviorism
Conclusions
Students in behaviorism
“tabula rasa”- they receive information from the teacher
Receives orders-obedient
Requires constant approval
Depends on the teacher
Passive in the teaching-learning process
Tasks performed require that the behavior can be directly observed,
measured and evaluated
17. Behaviorism
Conclusions
Teachers in behaviorism
Are the providers of knowledge
The central figure of the educational process
Imparts education
Centralizes authority and decisions
Diagnoses the instructional needs
Designs conditions for instruction
Conducts instruction
Manages evaluation techniques
18. Behaviorism
Conclusions
Finally it may be added that behaviorism is the
conditioning of the students and therefore there is no
direct competition between students but within
themselves to inhibit undesired behaviors or attitudes.
Therefore the interaction between students is
unnecessary. With this being said, we may add that the
behaviorist approach is based in the vertical
relationship between the teacher and the students with
the teacher having the superior role.
21. Behaviorism
References:
Behaviourism 101. (n.d.). Retrieved from
https://www.youtube.com/watch?v=RU0zEGWp56Y
Cherry, K. (n.d.). Behaviorism: What it is and how it works. Retrieved from
http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm
Conductismo. (n.d.). Retrieved from http://uoctic-
grupo6.wikispaces.com/Conductismo#x1.%20Caracter%C3%ADsticas%20dife
renciales%20de%20la%20teor%C3%ADa