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To better understand how a second language (L2) is learned and to enable teachers to select the most effective practices for helping learners acquire an L2, it is essential to consider various learning theories and methodologies.

Behaviorist theory, primarily developed in the early 20th century, claims that learning is a result of conditioning and reinforcement. In the context of second language acquisition, behaviorist theory suggests that language learning occurs through habit formation.

According to this theory, language learning involves forming associations between stimuli (language input) and responses (language output). Repetition and practice are crucial because they reinforce the connections between words and their meanings or grammatical structures.

The behaviorist theory views the learner as a blank slate, starting with no knowledge and gaining information through external reinforcement, such as rewards or punishments. Learning occurs through repetition and reinforcement, focusing on observable behaviors and responses to stimuli. This approach ignores prior knowledge, assuming all learners start from the same point.

According to behaviorism, learning is a linear process that moves from simple to complex through sequenced steps, relying heavily on repetition, drills, and memorization. In this framework, the teacher is the authority and expert, controlling the learning process by presenting information while the learner responds.

Name: John B. Watson

• Full name: John Broadus Watson
• An American psychologist
• Born: January 9, 1878
• Died: September 25, 1958

Burrhus Frederic Skinner.

Ivan Petrovich Pavlov.

1. Classical conditioning.
2. Operant conditioning.
3. Social conditioning.

Classical conditioning, a concept developed by Ivan Pavlov in 1890s and published his results in 1897. It is a fundamental theory within the behaviorist framework. It describes how a neutral stimulus can become associated with an unconditioned stimulus to elicit a conditioned response. Although classical conditioning is more commonly associated with reflexive or automatic behaviors, its principles can also be applied to the process of second language acquisition (SLA).

In simple words, classical conditioning is a type of learning where an animal or person learns to associate one thing with another.

Pavlov’s experiment is a famous example of classical conditioning. Pavlov observed that dogs naturally drool when they see or smell food. The food automatically makes the dogs drool. Pavlov decided to ring a bell each time he presented the dogs with food. At first, the bell didn’t mean anything to the dogs, but they always got food right after hearing the bell. Over time, after hearing the bell and getting food many times, the dogs began to associate the sound of the bell with the arrival of food. Eventually, the dogs started to drool just when they heard the bell, even if no food was presented. The dogs learned that the bell meant food was coming, so they started to drool when they heard the bell. This showed that the dogs had learned to associate the bell with food through classical conditioning.

So, in Pavlov’s experiment, the dogs learned to expect food whenever they heard the bell because the bell and food were always paired together.

Classical conditioning can be applied to vocabulary acquisition. For example, a teacher might pair a new foreign word with a familiar object or action. Over time, students learn to associate the new word with the object or action, leading to the correct usage of the new word. Teachers can also use classical conditioning to help students develop correct pronunciation. By consistently pairing correct pronunciation models with visual or auditory cues, students can learn to associate these cues with proper pronunciation.

Operant conditioning, a fundamental concept within behaviorist theory, was developed by B.F. Skinner (1938-1953) also known as the father of operant conditioning. It emphasizes the role of reinforcement and punishment in shaping behavior. In the context of second language acquisition (SLA), operant conditioning focuses on how learners’ language behaviors can be encouraged or discouraged through various forms of feedback.

B.F. Skinner's experiments are classic examples of operant conditioning. Skinner used a special instrument called the "Skinner Box" to study how animals, like rats or pigeons, learned behaviors based on the consequences of their actions. Inside the Skinner Box, there was a lever or button (for rats) that the animal could press. When the animal pressed the lever or button, something would happen as a consequence. If pressing the lever resulted in a food pellet being dispensed, the animal would receive a treat. The animal learned that pressing the lever resulted in a positive consequence (food), so it was more likely to press the lever again in the future. In some experiments, Skinner arranged for an unpleasant stimulus, like a mild electric shock, to be stopped when the animal pressed the lever. The removal of the unpleasant stimulus (shock) reinforced the lever-pressing behavior, making the animal more likely to press the lever to avoid the shock. Skinner also experimented with adding an unpleasant stimulus to decrease a behavior. For example, if the lever press resulted in a mild shock, the animal learned to avoid pressing the lever to prevent the unpleasant consequence. Finally, Skinner showed that removing a pleasant stimulus could decrease a behavior. For instance, if the animal lost access to a desirable activity or environment when it pressed the lever, it would be less likely to press the lever again.

In other words, Behavior increases when followed by a rewarding consequence, e.g., food pellet for pressing the lever. (Positive Reinforcement). Behavior increases when it stops an unpleasant stimulus, e.g., pressing the lever to stop a shock. (Negative Reinforcement). Behavior decreases when followed by an unpleasant consequence, e.g., shock for pressing the lever. (Positive Punishment). Behavior decreases when a pleasant stimulus is removed, e.g., losing access to a fun area for pressing the lever. (Negative Punishment).

Skinner's work demonstrated that behavior could be shaped and modified through reinforcement and punishment, providing a foundation for understanding how consequences influence behavior in operant conditioning.

Teachers can use positive reinforcement to encourage correct language use. For example, when students use the target language correctly, teachers can provide praise, rewards, or positive feedback to reinforce the behavior.

Negative reinforcement can be applied to reduce language errors. By providing corrective feedback and support, teachers can help students avoid making the same mistakes.

• Operant conditioning: Subject learns behavior by associating it with consequences.
• Classical conditioning: Subject learns to associate two unrelated stimuli with each other.

Social conditioning refers to the process by which individuals learn behaviors, norms, and values through social interactions and environmental influences. In the context of second language acquisition (SLA), social conditioning emphasizes the role of social environments and interactions in learning a new language. This approach integrates elements of both behaviorist and sociocultural theories, highlighting how language learning is influenced by social context, cultural norms, and community engagement.

Encouraging learners to engage in conversations with native speakers or peers can significantly enhance language acquisition. Language exchange programs, group discussions, and collaborative projects provide practical opportunities for using the target language.

Immersing learners in the culture of the target language helps them understand cultural nuances and context-specific language use. Study abroad programs, cultural events, and multimedia resources can facilitate this immersion.

Creating a supportive and encouraging learning environment can enhance motivation and confidence. Praise, constructive feedback, and social recognition can reinforce language learning behaviors.

Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge University Press.

Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning (2nd ed.). Pearson Education Limited.