Name : Mince Resti Natalia Hura

NIM : 212108070
Study Program : English Language Acqiusition
 1.THE THEORY OF
BEHAVIORISM IN SECOND
LANGUAGE ACQUISITION

The behaviorism theory was founded by John B. Watson in 1913 at the beginning of
the 20th century, and then followed by B.F. Skinner. The theory of behaviorism in
second language acquisition emphasizes the role of observable behaviors and stimuli in
language learning. Behaviorism suggests that language acquisition is influenced by
external factors like reinforcement, repetition, and conditioning, with an emphasis on
the significance of practice and habit formation (Devaki, 2021).

Behaviorism believes that language acquisition is influenced by

external factors such as reinforcement, repetition, and conditioning, and
emphasizes the importance of practice and habit formation (Devaki, 2021).
 Behaviorism theory underscores the importance of practice, repetition,
positive reinforcement, and feedback in promoting language proficiency.
Educators can support language learning by providing learners with
opportunities for structured practice through drills and exercises to
reinforce language patterns (Devaki, 2021).

Behaviorist theory emphasizes the importance of practice, repetition,

positive reinforcement, and feedback to improve language skills. Teachers
can support language learning by providing students with targeted practice
opportunities through drills and exercises to strengthen students' language
(Devaki, 2021).
 Furthermore, behaviorism theory highlights the impact of environmental
factors, such as exposure to language input and social interactions, in
language acquisition. Creating language-rich environments and encouraging
interaction in the target language can facilitate language learning by
providing consistent exposure to language stimuli and meaningful language
use (Devaki, 2021).

In addition, behavioral theory emphasizes the influence of

environmental factors, such as language input and social interaction, on
language acquisition. In short, the behavioral theory of second language
acquisition emphasizes the importance of practice, repetition,
reinforcement, and environmental factors in language learning.
 By applying behaviorism principles in
language teaching, educators can:

a. Promote Practice and Repetition: Encourage students to engage in regular practice and repetition
of language skills to reinforce learning and develop fluency.
b. Provide Positive Reinforcement: Offer positive reinforcement, such as praise and rewards, to
motivate students and reinforce desired language behaviors.
c. Create Structured Learning Environments: Design structured language learning activities that
provide clear objectives, feedback, and opportunities for practice to support language acquisition.
d. Focus on Habit Formation: Help students develop language learning habits through consistent
practice, routines, and exposure to language input.
e. Utilize Conditioning Techniques: Employ conditioning techniques, such as associating language
learning with positive experiences or outcomes, to enhance motivation and engagement.
f. Emphasize Environmental Factors: Consider the impact of the learning environment, exposure to
language input, and social interactions on language acquisition. By integrating behaviorism theory
into language teaching practices, educators can create effective learning experiences that
promote language development, fluency, and proficiency in second language acquisition.
 Encourages practice and repetition. Students are encouraged
to practice language skills over time to improve learning and
communication skills. Focus on language development, Helping
students use language frequently in daily activities and interactive
activities to develop language learning skills. By applying behavioral
theory to language teaching, teachers can develop teaching
strategies that encourage language development, fluency, and
second language learning skills.
 2. CONSTRUCTIONISM
THEORY IN SECOND
LANGUAGE ACQUISITION

Constructionism theory in second language acquisition emphasizes the role of learners

actively constructing their understanding of a new language through meaningful interactions
and experiences. This theory posits that language learning occurs through the process of
constructing knowledge and meaning based on learners' interactions with the language input
and their environment (Tan & Shojamanesh, 2022).

Constructivist theories of second language acquisition emphasize the role of learners in

developing their understanding of a new language through meaningful interactions and
experiences. In the context of second language acquisition, constructivist theory suggests
that learners develop their language proficiency by engaging in native language use and
communication activities that are relevant to their lives and needs.
 Constructionism theory in second language acquisition aligns with the notion that
language learning is a dynamic and interactive process that involves learners actively
constructing their linguistic knowledge through social interactions, problem-solving,
and real-world experiences (Tan & Shojamanesh, 2022).

Constructivist theory in second language acquisition is consistent

with the idea that language learning is a dynamic and interactive process in
which learners actively build their language knowledge through activities,
problem solving, and life experiences (Tan & Shojamanesh, 2022).
 Constructionism theory in second language acquisition emphasizes that
learners actively construct their understanding of a new language through
meaningful interactions and experiences Sari (2020).

The constructivist theory of second language acquisition

emphasizes the ability of learners to build their understanding of a new
language through meaningful interactions and experiences (Sari (2020)). By
focusing on students' active participation in knowledge creation, educators
can create language learning environments that encourage participation,
creativity, and collaboration.
 some effective ways to implement
project-based learning in English language
teaching:

Task-Based Activities, creating projects that require students to

a. Project-Based Tasks
engage in real-world activities related to English language skills,
b. Authentic Language Use
such as creating a multimedia presentation, writing a blog post, or
c. Task Design
making a short film in English. Authentic language use: Students
d. Feedback and Reflection
are encouraged to use English authentically throughout the
e. Integration of Technology
program and encourage language activities in natural environments.
f. Collaborative Learning
Promote language development and language proficiency by
g. Real-World Application
providing opportunities for students to communicate, collaborate,
and express themselves in English. Feedback and reflection,
providing feedback to students throughout the program to support