According to Skinner, language learning is a gradual process of reinforcement and

repetition. Children learn to associate specific words with their meanings and use
these words based on the responses they receive from others. Positive feedback
encourages language production, while negative feedback discourages incorrect
linguistic forms. Behavioral Theory, particularly classical conditioning, offers
valuable insights into how individuals learn language through associations and
stimuli-response patterns. This theory, pioneered by Ivan Pavlov, emphasizes the role
of environmental stimuli in shaping language behavior. The theory emphasizes the
significance of imitation in language learning. Fundamentally, this theory of language
acquisition from a psycholinguistic point of view was pioneered by several famous
figures such as Skinner (Behaviorist), Chomsky (Nativist), Piaget (Cognitive) and
Vygotsky (Social Constructivist). The pioneers of behaviorism look at the acquisition
of children’s language from behavioral aspects. They believe that a child will be able
to obtain a word if they repeat continuously (Noor Hasnoor, 2002). Various rewards
such as gifts and compliments can be used to help the process happen faster.
Vygotsky’s Social Interaction theory
According to Vygotsky, language development is facilitated through interactions with
others who provide guidance and support. In the ZPD, learners receive assistance and
feedback as they attempt tasks that are slightly beyond their current level of
competence, enabling them to progress in their language skills. He believes that
children’s interaction with the surrounding environment and society will help improve
their cognitive development, and that social and cultural aspects also help shape the
cognitive development of an individual. Vygotsky’s theory of constructivism also
emphasizes the assisted-discovery learning (Ormord, 2007) which also supports that
the learning process will be easier to take place in the social context of one’s culture.
He emphasized cultural and social influences in learning and supported the exposure
learning model (Forrester, 1992). Moreover, Vygotsky’s theory is built on the belief
that the development of an individual cannot be understood without reference to their
social environment. The Theory of Social Interactionist also assumes that
environmental factors and experiences gained through social interaction are
contributing to the child’s language acquisition. With support from an interactive
environment, children will be able to improve their language achievement and
knowledge to a higher level. The social interaction formed in the school also
guarantees quality education. Muhamad Aizat Md Nasir’s study(2016) proves the role
of social interaction in creating an environment of quality learning outcomes and
teaching and learning sessions that can achieve the expected goals. In addition, the
Interactionist/Social Theory of Language Acquisition stresses the importance of the
environment and culture in which the language is being learned. Interactionists
acknowledge the presence of innate biological mechanisms, but emphasize the critical
role of social interactions (Jensen & Arnett, 2017; Levine & Munsch, 2018).
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full
https://baslpcourse.com/theories-of-language-acquisition-biological-linguistic-
cognitive-social-interaction-information-processing-and-behavioral/#:~:text=for
%20language%20development.-,Cognitive%20Processes%20in%20Language
%20Learning,to%20comprehend%20and%20produce%20language.https://
baslpcourse.com/theories-of-language-acquisition-biological-linguistic-cognitive-
social-interaction-information-processing-and-behavioral/#:~:text=for%20language
%20development.-,Cognitive%20Processes%20in%20Language%20Learning,to
%20comprehend%20and%20produce%20language.
https://baslpcourse.com/theories-of-language-acquisition-biological-linguistic-
cognitive-social-interaction-information-processing-and-behavioral/#:~:text=for
%20language%20development.-,Cognitive%20Processes%20in%20Language
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12.05%3A_Interactionist_Social_Theory
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Forrester, M. A. (1992). The development of young children's social-cognitive skills.
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