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Neobehaviorism and Second Language Acquisition

Behaviorism

New behaviorism

Connectionism and new behaviorism

Competition model and new behaviorism

Educational implications of new behaviorism

New behabiorism and laguage assessment

Language learning is promoted if the learner repeats the responses to the stimuli.

Practice plays and important role.

It can be considered anti-humanistic in its refusal to acknowledge human freedom and choice.

It gives insufficient weight to contextual factors such as the social, economic and political conditions and forces that promote or constrain action.

It also falis to consider oter determinants in learning such as inherited intelligence and personality.

In higher level learning, behaviorist techniques may not be effective in promoting deep learning.

-Intervening variables

-S-O-R rather than S-R

-Habit strenght: A particular stimulus and a particular response are associated.

-Organism's drive: An internal state of arousal that motivates its behavior.

-Stimulus intensity: An intense stimulus bringing about a stronger response than a weak stimulus.

-Incentive: The amount and immediacy of reward.

-It is a cognitive framework for explaning learning processes.

-Knowledge is assumed to be distributed between neural connections and learning consists of reinforcing certain types of conection.

-Learning is nor innate nor rule based.

-first, connectionist moels are fundamentally behaviorists in nature, and second that connectionist models are fundamentally associanist in nature.

-Language learning offers a theory of performance in contrast with Chomsky's theory of competence.

-Learning the system of formfunction mapping is basic for L1 acquisition.

-Language learning is nonmodular and is not domain specific,

-It is argued that breain relies on a type of computation that emphasizes patterns of connectivity and activation

-Cues such as stress, intonation, rhythm, morphological making, and word order are available in imput and language processing competition among these cues

-It is more focused on the external manipulation of the organism rather on internal.

-Develop self-control and self monitoring programmes, own reinforces are identifyed and behaviorist pronciples are applyed.

-Benjamin Bloom attempted to decelop a model that linked external and internal behaviors.

Bloom's taxonomy of learning which involves 3 domains; cognitive, affective and psychomotor.

-Bloom's taxonomies have been used to guide curriculum planning.

-oncerning the assessment

-Assessment designed to provide feedback for the learner and teacher.

-Formative assessment may be sees as a form of reinforcement, designed to motivate and encourage learners.

.Learners should receive feedback as quickly as possible after the assessment task