Language Learning Theories and Behaviorism

A theory that focuses on how people learn by associating stimuli and responses, leading to conditioned behaviors.

In Behaviorism, conditioning is when learning occurs through associating a stimulus with a response. This can be positive reinforcement (rewards), negative reinforcement (punishment), or extinction (lack of response).

In Behaviorism, habits are formed through repeated conditioning, where behaviors are strengthened by rewards or punishments.

According to Behaviorism, learning is primarily a result of environmental influences. The environment is like a blank slate onto which experiences are written.

A learning approach that focuses on repetition and pattern practice of language, emphasizes spoken skills, and assumes learning is through conditioning.

A learning approach similar to Audio-lingual, but often includes visual aids and multimedia to enhance learning.

In AL, speech is considered the most important skill because it is the first language mode a child learns. It forms the foundation for other language skills.

The Interactionist movement in psychology emphasizes active learning through personal experimentation, hypothesis creation, and seeking confirmation or disconfirmation.

Interactionists believe that learning occurs through active social interaction and negotiation of meaning, where individuals construct their own understanding of the world.

Interactionists argue that language learning happens through social interactions involving purposeful communication, negotiating meaning, and conveying ideas.

Interactionist principles are relevant to the Communicative Approach in language teaching, which emphasizes authentic communication and real-world language use.

A classroom environment conducive to real communication, where learners actively participate and contribute to the learning process.

Learners should have a say in what and how they learn, and their contributions should be valued.

Interactional modifications in the classroom necessitate a two-way flow of information, where both teacher and learner have new things to share.

Learning activities should create a need for communication by presenting information gaps or requiring collaborative problem-solving.

Motivated communication is crucial for language learning, so activities should be engaging and relevant to learners' interests and experiences.

The ability to think about and control your own learning.

Knowledge about learning processes, strategies, and one's own understanding.

The ability to monitor, plan, and regulate your own learning.

Learners' beliefs about language learning, such as their confidence or attitudes.

Making learners aware of how they learn and their learning styles.

Skills and techniques used to improve comprehension and learning.

Teachers actively manage the learning process, often providing guidance and support.

Students take responsibility for their own learning, using strategies to monitor their progress.

Activities that help learners gain insight into their learning styles and processes.

Successful learners actively engage in monitoring and regulating their learning.

Direct Method is a teaching approach that focuses on directly associating language with experiences, using the target language exclusively, to mimic natural language acquisition.

The Direct Method aims to build a direct link between experiences and the language being learned, allowing learners to express themselves authentically in the new language.

The Direct Method involves immersing students in the target language exclusively, using everyday vocabulary and gradually introducing more complex grammar and writing skills.

The Direct Method uses a variety of techniques designed to promote active language use and communication, such as question-answer exercises, dictation, and conversational practice.

The Direct Method emphasizes direct association with experiences, promotes communication in the target language, mimics natural language acquisition, and focuses on activities that encourage active language use.

The "sage on the stage" teaching style focuses on the teacher delivering information, while the "guide on the side" approach emphasizes facilitating learner exploration and engagement. By promoting learner autonomy, teachers become "guides on the side".

The Grammar-Translation Method (GTM) focuses on learning grammatical rules and translating between the target language and the learner's native language. It prioritizes reading comprehension and intellectual development.

The Grammar-Translation Method emphasizes the study of grammar rules and translation exercises as primary activities, with less focus on actual language production and communication.

The Grammar-Translation Method emphasizes translating texts and literature word-for-word, which aims to understand the original meaning accurately.

The Grammar-Translation Method originated from teaching Latin in the 1500s. After Latin ceased to be a spoken language, it was mainly studied for academic purposes. This approach was later applied to other foreign languages.

The Grammar-Translation Method has been criticized by scholars due to its lack of theoretical foundation and lack of evidence supporting its effectiveness.

The main goal of the Grammar-Translation Method is to develop students' reading comprehension skills so they can engage with literature in the target language.

A secondary goal of the Grammar-Translation Method is to improve students' general cognitive skills, such as logical thinking and analysis. They can apply these skills beyond language learning.

The Grammar-Translation Method assumes that learners understand and internalize language rules through translation exercises, and this knowledge will transfer to their own language production.