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
- 6. References
Objectives and Key Themes
This paper aims to explore the development of second language acquisition (SLA) theories, focusing on the behaviouristic approach and its influence on teaching methodologies. It examines the historical context of behaviourism's rise to prominence, particularly its role in post-World War II language learning programs. The paper also analyzes the limitations of this approach and its ongoing relevance in modern language teaching.
- The historical development of SLA theories and their influence on teaching methodologies.
- The behaviouristic approach to language learning and its key tenets (e.g., Skinner's work).
- The Audiolingual Method and its connection to behaviourism.
- The Contrastive Analysis Hypothesis and its role in L2 teaching.
- The limitations of the behaviouristic approach and the emergence of alternative theories.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the paper by highlighting the ongoing debate surrounding second language teaching methodologies. It emphasizes the importance of understanding the historical development of various theoretical approaches to effectively influence teaching outcomes. The chapter specifically points towards the significant impact of the behaviouristic approach on SLA and language teaching, framing it as a pivotal point in the evolution of the field. The introduction then briefly previews the topics to be covered, such as an overview of various 20th-century approaches, a detailed exploration of behaviouristic methods, and a discussion of the Audiolingual Method. It also introduces the Contrastive Analysis Hypothesis (CAH) as a key concept linking behaviourism and the audiolingual teaching methodology, and poses crucial questions about the efficacy and universality of different approaches to language acquisition.
2. Different Approaches to Second Language Acquisition and/or Second Language Learning - an overview: This chapter provides a historical overview of SLA approaches, beginning with the influence of World War II on language learning programs in America. It describes the early, drill-based methods employed, emphasizing the oral-based nature of these programs and the role of figures like Leonard Bloomfield and Charles Fries. The chapter highlights the shift towards structural linguistics in language teaching, exemplified by Fries' application of this approach in the English Language Institute in Michigan. It describes the focus on grammatical structures and oral drilling, emphasizing the repetitive nature of these methods as advocated by Hockett. The chapter essentially charts the early evolution of SLA theories and teaching practices, showcasing the limitations of the initial, primarily oral-based approaches.
3. B. F. Skinner - his theory on learning: This chapter focuses on B.F. Skinner's behaviouristic theory of learning and its application to second language acquisition. It delves into the Contrastive Analysis Hypothesis (CAH), explaining its basis in behaviourism and its implications for predicting and addressing errors in second language learning. Furthermore, it details the Audiolingual Method, a direct product of behaviouristic principles, describing its characteristics (repetition, inflection, replacement, completion, expansion) and its dominance in language classrooms during the 1950s and 60s. The chapter also examines the lasting influence of behaviouristic principles on L2 teaching and learning in contemporary contexts, acknowledging both its continued relevance and its limitations. The overall impact of Skinner's work and the resulting methodology on the field is analyzed, setting the stage for subsequent discussion of alternative approaches.
4. Which approach is the best one? Is there any 'true' approach at all?: This chapter tackles the central question of the existence of a single "best" or "true" approach to language learning. It builds upon the previous discussion of various approaches, acknowledging their strengths and weaknesses. This chapter likely explores the limitations of solely relying on one theoretical framework and the advantages of a more multifaceted approach that considers individual learner differences and diverse learning strategies. The ten principles of L2 learning and teaching (mentioned but not detailed in the provided text) are likely presented and discussed here to offer a more comprehensive and nuanced understanding of effective language instruction. The chapter synthesizes the preceding discussions to address the key question of approach efficacy and to present a more balanced perspective on the complexities of second language learning.
Keywords
Second Language Acquisition (SLA), Second Language Learning (L2), Behaviouristic Approach, B.F. Skinner, Audiolingual Method, Contrastive Analysis Hypothesis (CAH), Language Teaching Methodologies, Habit Formation, Stimuli, Oral-Based Learning, Structural Linguistics.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this paper?
This paper explores the development of second language acquisition (SLA) theories, focusing on the behavioristic approach and its influence on teaching methodologies. It examines the historical context of behaviorism's rise, its role in post-World War II language learning, its limitations, and its ongoing relevance in modern language teaching.
What are the key themes explored in the paper?
Key themes include the historical development of SLA theories and their impact on teaching; the behavioristic approach and its tenets (especially Skinner's work); the Audiolingual Method and its connection to behaviorism; the Contrastive Analysis Hypothesis (CAH) and its role in L2 teaching; and the limitations of the behavioristic approach and the emergence of alternative theories.
What is the behavioristic approach to language learning?
The behavioristic approach views language learning as habit formation through stimulus-response mechanisms. This is exemplified by B.F. Skinner's work and the resulting Audiolingual Method, which emphasized repetition, drills, and oral practice.
What is the Audiolingual Method, and how does it relate to behaviorism?
The Audiolingual Method is a direct application of behavioristic principles to language teaching. It involves repetitive drills, focusing on oral skills and grammatical structures. Its characteristics include repetition, inflection, replacement, completion, and expansion exercises.
What is the Contrastive Analysis Hypothesis (CAH)?
The CAH, rooted in behaviorism, suggests that errors in second language learning can be predicted by comparing the learner's native language to the target language. Areas of difference are hypothesized to be more difficult to learn.
What are the limitations of the behavioristic approach in language teaching?
The paper acknowledges that while behaviorism had a significant impact, it has limitations. It likely discusses the drawbacks of solely relying on drills and repetition, neglecting aspects like cognitive processes and individual learner differences.
Does the paper suggest a single "best" approach to language learning?
No, the paper questions the existence of a single "best" approach. It likely argues for a more nuanced perspective, considering various approaches' strengths and weaknesses and emphasizing the importance of individual learner factors.
What is covered in each chapter?
The paper includes an introduction setting the context; a chapter overviewing different SLA approaches; a chapter focusing on Skinner's theory and its application; a chapter discussing the question of the "best" approach; and concluding chapters on future prospects and references.
What are the key takeaways from this paper?
The key takeaways are likely to include a better understanding of the historical development of SLA theories, a critical evaluation of the behavioristic approach and its impact, and the recognition of the need for more comprehensive and learner-centered approaches to second language teaching.
What are the keywords associated with this paper?
Key words include Second Language Acquisition (SLA), Second Language Learning (L2), Behavioristic Approach, B.F. Skinner, Audiolingual Method, Contrastive Analysis Hypothesis (CAH), Language Teaching Methodologies, Habit Formation, Stimuli, Oral-Based Learning, and Structural Linguistics.
- Citation du texte
- Marie Louis Freyberg (Auteur), 2006, Second Language Learning Theories – The Behaviouristic Approach as the Initial Theory towards Modern Researches, Munich, GRIN Verlag, https://www.grin.com/document/56602
