Please enable JavaScript.
Coggle requires JavaScript to display documents.
"Neobehaviorism and Second Language Acquisition" - Coggle Diagram
"Neobehaviorism and Second Language Acquisition"
Behaviorism
Learning is promoted if the learner repeats the responses to the stimuli
reinforcement
as approval of correct responses strengthen the association and is necessary to learning
learning will be rapid and smooth if the complex behaviors are broken into smaller units and are learnt bit by bit.
Jordan, Carlile, & Stack
some criticisms of behaviorism
considered anti-humanistic
its refusal to acknowledge human freedom and
choice
insufficient weight to contextual factors
such as: the social, economic and
political conditions
New Behaviorism
Mid-twentieth century
acknowledge that operant and classical conditioning together do not completely determine behaviors
Ormord,
first behaviorist who recognized
the importance of learner’s internal
characteristics such as motivation.
Hull
described variable for a response to occur
Organism’s drive:
internal state that motivates its behavior
Stimulus intensity
stronger response
Incentive:
amount of reward
Habit strength
The more often a response has previously been rewarded in the presence of the stimulus, the greater is the habit strength and the more likely the response is to occur.
Connectionism and new behaviorism
Connectionism
is a cognitive framework for explaining learning processes
It assumes that SLA results from increasing strength
of associations between stimuli and responses
knowledge is assumed to be distributed between neural
connections
and
learning consists of reinforcing certain types of connection
Kaplan
the connectionist models
first connectionist models
behaviorist in nature
second connectionist models
associationist in nature
Competition model and new behaviorism
Competition model
offers a theory of performance in contrast with
Chomsky’s theory of competence
This approach considers
learning the system of form–
function mapping is basic for L1 acquisition
the theoretical commitments
the connectionist model
uses to model
the interaction between lexical mappings
input- driven learning
learning is explained in terms of input
rather than innate principles and parameter
Educational implications of new behaviorism
Neo-behaviorists recognized
the importance of learners’ internal characteristics
personality
motivation
habit
the importance of internal as well as external behaviors
Benjamin Bloom
developed
three domains or spheres of learning
cognitive
affective
psychomotor
New behaviorism and language assessment
effective assessment tasks
test the performance of behaviors stated in learning
outcomes
Behaviorist principles
are useful as part of formative assessment
provide feedback for the learner and teacher