The way of teaching a Second Language is still subject of research and discussion today. Current studies on L2 teaching methodologies show the necessity of investigation. Long time, L2 teaching methodolgies were closely related to theories on L2 learning or Second Language Acquisition (SLA). Those theories became the most popular in World War II and the behaviouristic approach of the 1950’s and 60’s was influential and leading during a long period following. That is why this paper concentrates on the behaviouristic approach, considering B.F. Skinner especially. As other researchers found this approach insufficient, various studies have been initiated. They tried to find evidence for opposite theories or they enlarged and/or changed behaviourists´ views. The behaviourist approach still has some influence on L2 teaching today. However, modern investigations made clear that there is a need for distinction between L2 learning theories and teaching methodologies.
Table of Contents
1. Introduction
2. Different Approaches to SLA and/or Second Language Learning – an overview
3. B. F. Skinner – his theory on learning
3.1 The Contrastive Analysis Hypothesis
3.2 The Audiolingual Method in the behaviouristic classroom
3.3 Behaviouristic L2 teaching and learning – today
4. Which approach is the best one? Is there any `true´ approach at all?
4.1 Ten principles of L2 learning and teaching
5. A Prospect to the future
Objectives and Core Themes
The primary objective of this work is to examine the influence of the behaviouristic approach on Second Language Acquisition (SLA) and teaching methodologies. The paper analyzes the transition from early behaviouristic theories to modern pedagogical approaches, exploring whether a singular "true" approach to language learning exists.
- Historical evolution of L2 learning theories
- Significance of B.F. Skinner's behaviouristic framework
- Mechanisms and critique of the Audiolingual Method
- Evaluation of the Contrastive Analysis Hypothesis
- Integration of modern pedagogical principles in L2 classrooms
Excerpt from the Book
3. B. F. Skinner – his theory on learning
In most of the literature concerning the topic of SLA, discussions of the behaviouristic approach are only brief because most of its content is not incorporated in today’s teaching methods. In Ellis work on Second Language Acquisition and Language Pedagogy (1992, p.3) it is described as follows: “Learners learnt the L2 as a result of responding to stimuli and receiving feedback on the correctness of their productions. The principal mechanisms of learning were imitation, repetition and reinforcement. Successful learning occurred when the learner succeeded in forming new habits. Unsuccessful learning (which manifested itself in errors in learner production) was the result of negative transfer (interference) from the learner’s L1.” (Ellis, 1992, p.3) Howatt (1988) summarized the structuralism which underlies the behaviouristic approach:
1. The conviction that language systems consisted of a finite set of `patterns´ or `structures´ which acted as models … for the production of a finite number of similarly constructed sentences;
2. The belief that repetition and practice resulted in the formation of accurate and fluent foreign language habits;
3. A methodology which set out to teach `the basics´ before encouraging learners to communicate their own thoughts and ideas. (pp. 14-15; cited in Mitchell & Myles, 2004, p. 30)
Summary of Chapters
1. Introduction: This chapter outlines the scope of the seminar, introduces the shift towards behaviouristic approaches in the 20th century, and poses the central question regarding the existence of a "true" teaching approach.
2. Different Approaches to SLA and/or Second Language Learning – an overview: An overview of the historical development of L2 teaching, specifically focusing on the shift from military-based "informant" methods to structured linguistic approaches like those of Leonard Bloomfield.
3. B. F. Skinner – his theory on learning: This section details Skinner’s neobehaviourist psychology, focusing on operant conditioning, positive reinforcement, and the subsequent development of drills and teaching machines.
3.1 The Contrastive Analysis Hypothesis: An examination of the theory that L2 learning difficulties arise from structural differences between the L1 and the target language, and how this influenced teaching focus.
3.2 The Audiolingual Method in the behaviouristic classroom: This chapter describes the practical application of behaviourism through the Audiolingual Method, emphasizing accuracy, repetition, and a strictly controlled teacher-centered environment.
3.3 Behaviouristic L2 teaching and learning – today: A critical look at the presence of behaviouristic remnants in modern classroom exercises and the ongoing necessity of error treatment research.
4. Which approach is the best one? Is there any `true´ approach at all?: A reflection on the lack of a single "true" method, suggesting instead that a synthesis of various theories is required for effective teaching.
4.1 Ten principles of L2 learning and teaching: A breakdown of Butzkamm’s ten principles which integrate oral practices, communication, and emotional factors to guide contemporary teaching.
5. A Prospect to the future: The final chapter discusses the shift toward student-centered learning and introduces the ADEQUA research project as an example of modern efforts to support learning competence.
Keywords
Behaviourism, Second Language Acquisition, SLA, B.F. Skinner, Audiolingual Method, Contrastive Analysis Hypothesis, Reinforcement, Habit Formation, Pattern Drill, Universal Grammar, Language Teaching, Learning Strategies, Pedagogical Principles, Emotional Safeness, ADEQUA.
Frequently Asked Questions
What is the core subject of this paper?
The paper fundamentally explores the evolution of Second Language Acquisition (SLA) theories, with a specific focus on the historical dominance and subsequent critique of the behaviouristic approach.
What are the central themes discussed?
Key themes include the history of L2 teaching methodologies, the role of structural linguistics, the influence of behaviourism on classroom practices, and the shift toward communicative and learner-centered strategies.
What is the primary research question?
The main question is whether there is a single, "true" approach to language learning that teachers can or should follow, given the abundance of existing theories.
Which scientific methods are analyzed?
The work analyzes methods such as the "informant method," the Audiolingual Method (based on pattern drills), and the Contrastive Analysis Hypothesis, while also referencing modern cognitive approaches.
What topics are covered in the main body?
The main body treats B.F. Skinner’s theory, the Contrastive Analysis Hypothesis, the mechanics of the Audiolingual Method, the critical transition to modern theories (like Chomsky's or Krashen's), and Butzkamm's ten principles.
How would you characterize this work via keywords?
The work is characterized by terms such as behaviourism, SLA, Audiolingual Method, reinforcement, and learner autonomy.
How does the author view the role of the first language (L1)?
Initially, the author highlights the behaviouristic view that the L1 interferes with L2 learning, but later contrasts this with modern views where the L1 is recognized as a key foundational resource for acquiring a target language.
What does the author conclude about the Audiolingual Method?
The author concludes that while the Audiolingual Method was innovative and influential, its focus on rote memorization and lack of focus on real-world communication led to its decline, though aspects of its drill-based tasks remain in written form today.
What is the significance of the ADEQUA project?
The ADEQUA project at the University of Kassel is highlighted as an example of current research that shifts the focus from the language system itself to the individual learner, aiming to support autonomy and learning competence.
- Quote paper
- Marie Louis Freyberg (Author), 2006, Second Language Learning Theories – The Behaviouristic Approach as the Initial Theory towards Modern Researches, Munich, GRIN Verlag, https://www.grin.com/document/56602
