The Behaviourist Theory of Language Learning

Introduction: 

            In Modern Age, psychologists have made three major contributions to language learning/ teaching. 

These are:

(i) Theories of Learning, 

(ii) Experimental research and 

(iii) Laws of learn-ing. 

There are several psychological theories regarding language learning. Of them, the two important ones are 

(1) Behaviourist view of language learning (or the Empiricist Approach to language learning) 

and 

(2) Cognitivist View of language learning (or the Rationalist Approach to language learning.) 

          These two theories and their implications may be given as follows.

The Behaviourist Theory of Language Learning

(i) The Theory : Its Nature: 

          The behaviourist school of psychology based its theories on empirical evidence obtained from experiments with animals. These experiments focussed on how the animals like the dog reacted to the primary drive like hunger. Learning is possible only when there is a change in the behaviour of the animal. Here, the animalis capable to respond to a much wider range of stimuli. Even if an unfamiliar stimulus is provided, the animal is capable of developing a response to it. The higher the organism is, the greater its possible range of behaviour and the greater possibility of learning.

           Thus, the terms "stimulus" and "response" are important in the Behaviourist theory of language learning. To the Behaviourists, learning seems to be an associative process. It is the result of "conditioning". For example, when the bell is rung and the dog is given meat, it comes to associate with the bell with food. The dog begins to salivate (response) whenever it hears the bell (stimulus), even when the bell is not accompanied by the appearance of food. Thus, the dog has been "conditioned" to salivate when it hears the bell. The dog has, thus, developed a new pattern of behaviour. This change from the pattern of behaviour to another is called "conditioned learning". Thus, another important term in the theory is "conditioning".

          According to the Behaviourists, the language learning process can be defined in terms of "conditioning". They argue that the teaching of language skills is essentially a process of "habit forming". So in the Behaviourist approach emphasis is laid on repetition, imitation and drill.

                 To the Behaviourists, learning is based on the correct response to a given stimulus.

The teacher provides the stimulus and expects a response from the learner. The teacher uses pattern-practice extensively. With these exercise, he provides controlled stimuli and is able to draw out particular responses.

             In addition, the Behaviourists believe in immediate reinforcement of correct re-sponses. The teacher starts with the simplest learning and proceeds to the more advanced steps. The students follow the teacher and need to make some responses.

               One more aspect of the Behaviourist theory is that it considers motivation a vital aspect in learning. It is claimed that the motivated learner will learn more readily and retain his learning for longer time. -

(ii) Implications of the Theory: 

          The implications of the Behaviourist theory of language learning/teaching, particularly relevant to the teacher, may be summarised as follows:

1. Language is learnt only through use of practice. If the learner is more exposed to use of language, the chances of learning are better.
2. The production of language depends on the situation which makes its use necessary.
   Language cannot be taught in the absence of situation. The teacher has to introduce each new pattern of language in a meaningful situation.
3. The production of correct linguistic response to a stimulus requires efforts.
4. The spoken language comes before the written language.
5. Learning takes place faster, if the correct response to a stimulus is immediately con-firmed. The learner must know if his effort is right or wrong.
6. Learning becomes still faster, if the learner is placed in a situation where he can produce only the correct response. Each incorrect response builds up a behaviour-pat-tern which interferes with the process of conditioning.
7. Every new item learnt must be reinforced by further practice before further learning begins.

          Most of the methods of teaching languages are based on the above-mentioned implicajions (assumptions) from Behaviourism. All of them are sound pedagogic principles. How-ever, it cannot be denied that many of these points became dogmas which soon lost the sight of the learner and made language learning/teaching boring. Yet, it is also true that bahaviourism has contributed substantially to language teaching.

(iii) Dissatisfaction with Behaviourism: Some Reasons:

           The reasons for dissatisfaction with behaviourist principles of language learning can be given as follows.

1. All learning cannot be equated with external behaviour alone. It is important to include internal states of learning as well.
2. The manipulation of learning by agencies, external to the learner, does not consider the independent role that the learner employs in the learning process.
3. The human element in learning is not given much importance.
4. Errors can promote learning. They do not always lead to bad language habits.
5. Repetitions could lead to mechanical knowledge of grammar but not to their use in different situations.