A look at whether the fundamental concepts of behaviorism can be applied to teaching second language acquisition to adult learners.
Written in 2008; 3,278 words; 21 sources; APA; $ 94.95
Paper Summary:
This paper discusses whether behaviorism can be used as a comprehensive theory of language and whether teaching a second language can be based on such a theory. The paper discusses B.F. Skinner's theories about behaviorism and how they apply to the process of language acquisition and then looks at the beliefs of critics to this approach such as Noam Chomsky. The paper also discusses the writer's own opinion regarding theories of behaviorism and concludes that his own experience has provided an objection to behaviorism as a comprehensive theory of language: even if there is a direct correlation between an input and an output, this does not automatically imply that a language has been learned. The writer goes on to argue that, while the fundamental concepts underlying behaviorism are doubtlessly beneficial in teaching ESL, it should, under no conditions, be interpreted to be the definitive and decisive approach towards teaching.
From the Paper:
"Chomsky believed in what is known as "universal grammar." This concept is defined as, "the system of principles conditions and rules that are elements or properties of all human languages not merely by accident but by...biological...necessity" (Chomsky 29). Like Piaget, Chomsky believed that language development was the key to expressing thought rather than an integral part of the thought process, but he also held that language development and expression was an individual process rather than a part of the culture or expression of a group of people. Furthermore, Chomksy's ideals were in direct conflict with many prominent behavioral scientists, Skinner most of all. Skinner held that language is a responsive process; meanwhile, Chomsky believed that language was a complex and creative element that went beyond basic communication and action responses."
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