Behaviorist Theory and its Implication in Second Language

Learning/Acquisition.
Kehar khan, University of Sindh
[email protected]

Introduction
Language is defined in diverse and different ways, one of those ways can be the
behavior aspect. As it is defined,” the aspect of human behavior that involve the
use of the vocal sounds in meaningful patterns and, when the exit, corresponding
written symbols, to form, express and communicate thoughts and feelings” (Harris
& Sipay, 1970:4).
There is always been extensive and thorough discussions and elaborations brought
forth by many eminent exponents and prominent linguists regarding language
learning theories. These theories are expounded in first language and second
language learning/Acquisition context. Some of the major theories of language
learning are; the behaviorist Theory, Mentalist Theory (Innatism), Rationalist
Theory (Cognitive Theory) and Interactionism. According to these theories
Language Learning/Acquisition is defined in innovative and diversified ways and
means. These theories are pivotal pillars of Language Learning/Acquisition. The
prime purpose of all these theories is to have an insight in the processes and
phenomenon involved in first and second language learning. These basic theories
of language learning/Acquisition are so intermingled and interwoven that no theory
is completely denied or rejected; as all theories overlap each other at many stages.
The Behaviorists are of the opinion that “Infants learn oral language from other
human role models through a process involving imitation, reward, and practice.
Human role models in an infant’s environment provide the stimuli and rewards.”
(Cooter and Reutzel, 2004). For Behaviorist, therefore, language learning is a
social phenomenon and habit formation on the basis of certain set patterns. They
believe that a child is born with a blank slate (Tabula Rasa). Behaviorist are of the
view that behavior tends to measurement, training and variation. Skinner and
Watson, the two major proponents of behaviorism, studied” how learning is
affected by changes in the environment and sought to prove that behavior could be
predicted and controlled” (Skinner, 1974). Ultimatly.they are of the view that
language learning is always influenced by change in behavior.

Background of Behaviorist Theory of Language Learning/Acquisition

Behaviorist theory, in its true sense of word, is a psychological theory, established
by J.B.Watson and extended in the reaction to Traditional/Functional Grammar.
“The publication of The Behavioral Learning Theory by Watson in 1913 was
responsible for the movement towards behaviorism and away from functionalism.
This publication was a study of the relationship between organisms and their
environment.” (Overskeid, 2008). The major proponents of this theory are;
Leonard Bloomfield, O.N.Mowrer, B.F.Skinner and A.W.Staats. This theory was
initially advanced in America as a fresh and innovative approach towards
psychology at the threshold of 20th century. “The behaviorism of Watson and
Skinner is based on a positivistic approach to science, that is, a reductionist view in
which all that can be addressed is the relation between sensory stimuli and the
unique corresponding response” (Webb, 2007, p. 1086).Behaviorist propagate that
language learning/Acquisition is variation, change and innovation in knowledge. It
relates to the conscious knowledge and awareness of a second language, rules and
their implication in talk and communication; as language is linked with interaction
and co-operation. “The behaviorist theory of stimulus-Response learning,
particularly as developed in the operant conditioning model of skinner, considers
all learning to be the establishment of habits as a result of reinforcement and
reward.” (Wilga Rivers, 1968:73). “Skinner (as cited by Gregory, 1987) stated that
the mind and mental processes are "metaphors and fictions," and that "behavior” is
a function of the “biology” of the organism. Skinner expressed no interest in
understanding how the human mind functioned. He was a behaviorist in the
strictest sense as was John Watson. Both Skinner and Watson were only concerned
with how behavior is affected by external forces. Skinner believed that everything
human beings do is controlled by their experience. Therefore, the "mind" (not the
brain) had
Nothing to do with how people behaved. Furthermore, thoughts, feelings,
intentions, mental processes, and so forth have no bearing on what humans do.
Skinner was known for making audacious statements in keeping with Watson's
tradition of being provocative and controversial to gain people’s attention”
(WGHB, 1998).

Basic Tenants and Principles of Behaviorist Theory of Learning/Acquisition

1-Behaviorism Theory of Learning dwells on the habit formation. As habit
formation is a conscious process, so is; language learning according to
Behaviorists.
2-Language is primarily an oral phenomenon, then is written. Behaviorists are of
the view that spoken language is must and of prime concern in language learning.
3-Habit formation is a social process at large. Learning is also interconnected with
such social processes; every individual can acquire the same knowledge and skills
of a language if the condition provided are same and matching for each individual.
4-Habits are formed due to reinforcement and reward. Reinforcement and reward
are pivotal pillars in learning.
5. Language is a mechanical process, it needs drills, repetitions and right
conditioning.
5. Language is not an internal but an external process; socio-psychological and
environmental factors are to be kept in mind while learning or teaching and
language.
Implication in SLA.
Language is a bit complex and intrinsic phenomenon of language that from time
to time different theories are advanced to peel out the complex covers of
language, but none had reached to it ultimate conclusion to define the languages
learning process at the full, but each and every theory has contributed a chunk to
understand this complex and intricate human affair.
Behavioral theory is a psychological theory which focuses on the way the
language is acquired or learnt. The focus of this theory is that human beings are
social entities, they respond to the stimulus, which they get from their
environment. This stimulus- response principle forms the specific behavior in a
definite environment. It was Ivan Pavlov, a Russian zoologist, who conducted an
experiment with his dogs in 1972 that paved the way to this behaviorist theory of
learning/Acquisition.
Behavioral theory revolves around the idea that a specific behavior can only be
acquired, learnt or taught through drilling and repetition of task along with
positive or negative feedback of the teacher or facilitator. As a child learns and
acquires not only his/her habits but different chunk of oral words which are
repeated around him at different occasions; one of the specific purposes would
be it learning a second language , not particularly first language and train or teach
persons/students a foreign language with different methods like controlled
behavior, providing specific stimuli and in result, getting positive or negative
response by employing external reinforcement to encourage and convince the
students/ trainee in order to reach at definite objectives.
Conclusion:
Nowadays, Behaviorist theory of learning acquis it is not so much popular and a
dominant as it was at the start of 20th century. It has certain flows short comings
within, but it cannot entirely be rejected or denied; to some extent it plays its role
in the domain of language teaching. It has a great importance in and influence on
different teaching methods like; Audio-lingual, physical response and class room
setting. It can be said that this theory has given a great importance in language
learning and teaching and has opened the new visits for researcher and teacher
to ponder over and think about.

References
1-Harris, Albert and Sipay Edward R. (1970), How to teach Reading: A
competency Based Program, Newyork Longman Inc.
2-Robert.B.Cooter, D.Ray Reutzel. (2004).The Essentials of Teaching Children to
read. Pearson Education Limited
3-B.F.Skinner. (1974).About behaviorism.Newyork, Knopf

4-Overskeid, G. (2008). They should have thought about the consequences: The
crisis of cognitivism and a second chance for behavior analysis. The Psychological
Record, 58(1), 131-152.

5-Webb, J. L. (2007). Pragmatisms (Plural) part I: Classical pragmatism and some

implications for empirical inquiry. Journal of Economic Issues, 41(4), 1063-1087.
6- Rivers, M. Wilga (1968). Teaching Foreign Language Skil1s. Chicago: Chicago
University Press.

7-Gregory, R.L. (1987). The Oxford Companion to the Mind. Oxford: Oxford
University Press.

8-WGHB (1998). A science odyssey: People & discoveries. Retrieved May 20,
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