BEHAVIOURISMS

Language Acquisition

Language acquisition is the process by which humans acquire the capacity to perceive and
comprehend language (in other words, gain the ability to be aware of language and to understand
it), as well as to produce and use words and sentences to communicate.

Language acquisition involves structures, rules and representation. The capacity to use language
successfully requires one to acquire a range of tools
including phonology, morphology, syntax, semantics, and an extensive vocabulary

Language acquisition usually refers to first-language acquisition, which studies infants' acquisition
of their native language, whether that be spoken language or signed language though it can also
refer to bilingual first language acquisition (BFLA), which refers to an infant's simultaneous
acquisition of two native languages.

This is distinguished from second-language acquisition, which deals with the acquisition (in
both children and adults) of additional languages. In addition to speech, reading and writing a
language with an entirely different script compounds the complexities of true foreign
language literacy.

So language acquisition can be of two types

 First Language Acquisition

 Second language Acquisition

L1

A first language, native tongue, native language, or mother/father/parent tongue (also known

as arterial language or L1) is a language or dialect that a person has been exposed to from birth . It is
simply the speaker’s 1st language. Or what is referred to the native or indigenous language of the
student. It is also referred to as the "natural language", or the "mother tongue".

L2

L2, or second language, is also known as the "target" language. Any other spoken system that is
learned after the L1, is considered an L2.It will refer to non-native or target languag es. A second
language is any language that a person uses other than a first or native language.
Theories on L1 Acquisition

 Nativism

Proposed by Noam Chomsky

Language is innate (LAD)

 Functionalism

Proposed by J. R. Firth

language is developed through simultaneous interaction and innate cognitive capacity

 Behaviourism
B. F. Skinner

Language is learned through operant conditioning

Behaviourism and First Language Acquisition

Behaviourism is the earliest language learning theory which is propounded by J.B. Watson (1878-
1957) in 1913. This theory is supported and believed by some behaviourists who are Skinner, Pavlov
and Thorndike. They also developed the theory of behaviourism on learning.

The Behaviourist Theory or Behaviourism is also known as:

 Empiricism
 Stimulus-response Theory

It stands among the major theoretical perspectives within the field of first language acquisition.

Behaviourism focuses on observable behaviours which are changed as the symptoms of learning.
According to Brown, the behaviouristic approach focuses on the immediately perceptible aspects of
linguistic behaviour – the publicly observable responses. Learning only occurs when there are changes
in behaviour and observable as an evidence of changing. Feeling and mental process are not accepted
in Skinner’s human behaviour’s theory; however, he still accepted the existence of mind.

The behaviourist theory believes that “infants learn oral language from other human role
models” through a process involving:

 Modeling
 Imitation
 Practice
 Rewards / Reinforcement

When a child attempts oral language or imitates the sounds or speech patterns they are usually
praised and given affection for their efforts.

Fundamental tenets/ features of behaviourism

1. Language learning is a behaviour

Behavioural Theory believes that behaviours, such as acting, thinking, and feeling, can be
scientifically observed and measured. Language, as a behaviour, is a set of habits acquired by
operant conditioning and reinforcement

2.Language learning is a habit formation

Behaviourists consider learning a language as a set of mechanical habits which are formed through
a process of imitation and repetition. Humans learn a language through repeating the same form
and text until it becomes a habit. Language learning is a habit formation resembling the formation of
other habits. In other words, Language is learned in the way in which other habits are learned.

3.Language learning is an external event

Because it involves an observable change in behaviour brought about by the stimuli coming from
the environment. It does not involve any unobservable change in mental knowledge. All behaviours
can be explained without the need to consider internal mental states or consciousness
4.Learning language is a stimulus → response activity
As a behaviour, it requires reinforcers and stimuli from the environment .

5.Operant Conditioning
It is a method of learning that employs rewards and punishments for behavior.

Operant conditioning, also known as instrumental conditioning, is a method of learning normally

attributed to B.F. Skinner, where the consequences of a response determine the probability of it
being repeated. Through operant conditioning behavior which is reinforced (rewarded) will likely be
repeated, and behavior which is punished will occur less frequently.

 the strength of the stimulus-response bond determines the probability of occurrence of a

certain response all behaviors are learned or operant
 complex linguistic behaviors represent chains or combinations of various stimulus-
response sequences.
 If a particular response is reinforced, it then becomes habitual. thus, children produce
linguistic responses that are reinforced, and loses those that are left out.

6. Reinforcer
A Reinforcer is a stimulus (encouraging activity or event) that increases the frequency or
probability of an occurrence of a response it follows. The act of following a response
with a Reinforcer is called. In behaviourism, there are two different types of
reinforcement

 Positive Reinforcer /Reinforcement

The benefits the person receives.

examples: 1.praising 2.repetition 3.frequent exposure 4.material reward

Positive reinforcement is the encouragement of a desired response (behaviour) by a pleasant

stimulus. It increases the probability of the reoccurrence of the same response to the same
situation. For example: If the child produces an alternative which is appropriate to the situation, the
mother will reward him/her with some sign of approval (such as smiles, hugs, or food). This approval
or reward will encourage him to repeat the same response to the same situation.

 Negative Reinforcer / Reinforcement

Negative reinforcement is the discouragement of an undesired response (behaviour) by an
unpleasant stimulus. It decreases the probability of the reoccurrence of the same response to the
same situation. For example: If the child produces an utterance which is inappropriate to the
situation, he/she will not be rewarded. Consequently, the child will not repeat the same response to
the same situation.

It causes the recipient to try to escape‘ from it. Examples: 1. physical punishment
2.discomfort 3.criticism and scolding

The Skinner box. To show how reinforcement works in a controlled environment,

Skinner placed a hungry rat into a box that contained a lever. As the rat scurried around
inside the box, it would accidentally press the lever, causing a food pellet to drop into
the box. After several such runs, the rat quickly learned that upon entering the box,
running straight toward the lever and pressing down meant receiving a tasty snack. The
rat learned how to use a lever to its benefit in an unpleasant situation too: in another
box that administered small electric shocks, pressing the lever caused the unpleasant
zapping to stop.

5.complex behavior are learned by:

 chaining
a sequence of behavior is trained in such a way that each step serves as a stimulus for
the next
 Shaping
a single behavior is gradually modified by reinforcement of ever-closer (successive)
approximations of the final behavior .thus, language results from the active role of the
environment. the learner is secondary to the process.

7. Acquired behaviors require occasional reinforcement

once acquired, a behavior requires only occasional reinforcement to be strengthened and
maintained. speech sounds that are ignored are produced less frequently and eventually
disappear.

The behaviourists believe that if the process of stimulus-response is ignored, the linguistic
behaviour is not acquired .simply, by putting away the reinforcers, we can’t learn language.

Behaviourism And instructional components

 Source of linguistic input

Language dialogues and drills from Teacher or audiotape.

 Nature of Input

Structured by grammatical complexity

 Ideal classroom composition

All target language learners of similar second language proficiency

 Learner’s output

Structured repetitions and grammar pattern drill responses

 Pressure to speak

Students repeat immediately

Treatment of Errors

Errors are corrected immediately

 Role of learner
In behaviorist theory, learners are more passive in the learning process. The learners' role is
simply to respond to the learning content and demonstrate a level of performance on specific
goals and objectives. ... The operant model of stimulus-response-reinforcement ensures that
prescribed learning outcomes are achieved.

Behaviourism and L2 Acquisition/ Learning

In the 50s and 60s it became popular to apply behaviourism to all types of

learning, including language learning, which gave rise to the behaviorist theory of second language
acquisition. The most well-known teaching method that emerged from behaviourism
was audiolingualism, where repetitions and drills formed the basis of learning with the aim of habit
formation.

 Drill and practice Method

Children imitate the sounds and patterns which they hear around. So, it was proposed that learners
would repeat words they heard and tried to use it in their conversation until it became a regular
basis in life. Behaviourists therefore think that learning a language especially second language (L2)
should be learnt through extensive drill and practice

Drawbacks of the Theory

The Behaviourist theory has following shortcomings.

Firstly, the Behaviourist Theory completely ignores the inborn aspect of human knowledge.

Secondly, the theory puts over-emphasis on the role of imitation and ignores completely the
creativity of the child, making him/her somewhat passive viewer than actor in the process of
language acquisition.

Thirdly, the Behaviourist Theory seems to be somewhat mechanical in nature, since the child is
considered a passive object.

Fourthly, it cannot develop the child’s problem-solving skills. The child may find himself/herself in a
situation where the stimulus to the correct response does not occur. In such cases, the child won’t
be able to respond.