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We're gonna talk a little bit about the behavior theory of second language acquisition. And first in order to understand
this theory we have to take a little bead tour. And check out the underlying theory. Which originally didn't have much to
do with language at all. I'm talking about behavioral psychology. The idea that all actions whether by man or animal are
all learned behavior and can be learned and unlearned. So, the first thing a lot of people think about when they hear
behavioral psychology is path left dog. If you've ever taken it into psychology class, you'll probably remember that Paplav
was the guy who ran About every time you fed his dog and eventually the dogs learned to associate the sound of the bell
with food. And as a result they celebrated every time the bell rings. Whether there was food or not. In a nutshell. Pavlov
discovered a process in which a previously neutral stimulus Came to evoke a specific response by being repeatedly paired
with another stimulus that evokes the response and the result was a new type of conditioning called operant
conditioning. A theory that's usually attributed to an American psychologist named Skinner. If it reward or reinforcement,
follows the response to a stimulus, then the response becomes more likely in the future. Make sense, right? So, what is
all this stuff to do with second language exhibition? Well, in the 50s and 60s, it became popular to apply Hey girls
psychology to all types of learning including language learning. Here's my colleges most known for applying behavioral
psychology to learning and especially language learning are watching and the already mentioned Skinner. This application
of behavioral psychology to language learning eventually led to the behaviorist theory of second language Acquisition. So,
what exactly is the behavior theory of SLA? Or second language acquisition. Well, take a look. About four language
behavior learner is the organism who's behavior is being conditioned. The behavior is verbal behavior. The stimulus is
what is taught Or presented of the foreign language. The response was then the learners reactions to the stimulus. And
the reinforcement is the approval and praise of the teacher and fellow students. As well as self satisfaction. Language
mastery is represented as acquiring is set of appropriate language stimulus response change. So with this in mind we can
take a brief look at audio lingualism. Which is a teaching method that originated from the behavior theory and focused on
language learning as mere habit formation. So because behaviors and supporters of audio linguism view language
learning as a habit Dialogue and drill form to the basis of learning. Dialogue were used for repetition and memorization
correct pronunciation stress rhythm and information or emphasized. Furthermore, one of the results of treating learning
is behavior was that meaning was excluded from consideration. It's not During the early stages. Because the focus was on
forming a habit. It really wasn't important for a foreign language learner to know what here she was saying. Just that it
was being said correctly. And in the beginning stages of learning via audio linkalism. The focus was on oral language.
Written language wasn't In accordance with operate conditioning from behavioral psychology corrector responses should
receive positive reinforcement and negative responses Receive negative reinforcement. So, audio lingualism, reach to
speak in the 1960s. When it was widely used in classrooms across the US, in the teaching of foreign languages, as well as
the teaching of English as a second language. But. The popularity of the theory didn't last for long. Results fell short of
expectations and students were unable to transfer skills to real communication outside the classroom. Plus, many
students found the drilling memorization and repetition to be quite frankly boring. Also, in the Late 1960s. Linguistic
theory began to take a different direction. Part of the reason for this is MIT language, Nohem Chumsky. Rejection of the
behavior theory of language learning. Language is not a habit structure. Said. Ordinary linguistic behavior, characteristics,
Basically involved innovation formation of new senators and patterns in according to the rules of great abstractness and
intricacy Even though the YouTube audio linkalism has declined drastically since the 60s. The basic premise of the
behavior series continues to influence many teachers thinking about how a second language is learned. In fact, even if
you didn't go to school, back in the 50s and 60s. You can probably still remember some teaching strategies that you're
Classroom teacher might abused like dialogue repetition and drilling that can be traced back to the behavior theory. So,
in conclusion, language learning for the behavior. It's a matter of conditioning by means that imitation, reinforcement,
and habit forming. And although this theory Influences the teaching of second languages in some ways. Those certainly
not to be extent but it did when it was first introduced.
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Hi I’m Michael Career and this is site exam review. In the previous video I talked about this idea of a critical period for
language acquisition. And this is the idea of it. Children aren’t exposed to language prior to about the age of seven. Then
there are Unable to develop full linguistic fluently in any language. Now, this idea brings us to consider the role of the
environment on language development. So, it’s not just the case that we have a genetic predisposition for language and
it’s just emerges. But we need to have the correct environment in order to realize that full potential. So, this brings us to
consider the role of the social environment When it comes to language acquisition and this brings us to what’s called an
interactionist approach to language acquisition. So, the interaction is the approach. Recognizes that we seem to have a
genetic predisposition for language acquisition that other animals don’t have but that we also have a social environment
that plays an important role in the full development of language ability. So when we think about the way that children
develop language it’s not the case that they simply sit there listening to adults talk and then 1 day they jump into the
conversation instead we see that there’s there’s process of development and and adults and even other children are
actively involved in shaking that development children aren’t simply learning language, right? They’re not just learning
Vocabulary in Shantactical Rules, right? They’re learning how to interact with others and they’re learning how to
communicate. So, this brings us to what a researcher named Jerome Bruner. Refer to as the language acquisition
support system. And this was in contrast to his language acquisition device, right? Predisposition. These are the features
of the social environment that help language ability to emerge. And so it’s not the case but it’s all simply talking.
Children listen and then they develop language. But adults do things like directly child’s attention to certain things.
Right? So they tell a child what to focus Far. And they ask questions to the child. And they need label things. So they
point things out and say this is a dog. This is a cat. Right? And they provide feedback when the child makes mistakes. So
when the child has learned the word dog and then later sees a cat and punch she wouldn’t say his dog. The adult can say
no actually this is a cat and they’re similar but they’re you know we use different words for these people And so this
provides this support system or this scaffolding that allows the language to develop more fully. Okay. So, another thing
that’s different with the way that adults interacting track with children is that they don’t speak to them like adults.
Right? And you you are probably aware of this yourself. Anytime you find yourself talking to a young child, you probably
We find that you talk differently. Right? You adjust your language use in order to help the child to understand and to
help the child to develop his or her own language ability. Right? And so this often referred to as mother east or caregiver
talk or baby talk and this is a common feature in all sorts of languages that we the adults don’t talk to children the same
way. Talk to other adults and this is part of this environment that’s helping the child to develop language ability and
helping the child to communicate. So, when we think about this interactions approach, one of the best examples of the
role of the social environment on language acquisition comes from Nicaragua in the mid 19 eights. So, what happened
was that a new deck school was created

The capital and children from remote villages were brought together and the goal was to teach them a formal sign
language because what happened with a lot of children who are in remote villages who were deaf, they didn’t have a full
language around them. They didn’t have exposure to a full grammatically complex timeline. So, they had simple gestures
and they could communicate with family and friends but they weren’t Really been exposed to complex languages and so
help us bring all of these children together and then teach them a formal sign language and this this will be a great
improvement for them. And one of the problems that they had was the children actually didn’t seem to wanna learn the
formal silent. And what happened was the former family would just too slow. If you take a bunch of children who want
To interact and communicate with one another and you put them all together they’re gonna find a way to communicate
and they weren’t gonna wait around until you know 3 months from now we’re gonna learn how to talk about some
particular things I wanna talk about it right now and so the children essentially invented their own sign language in order
to communicate with one another and initially this was dismissed as being you know Mimicry or my name or you know
really simple gestures or flying or something like that and it turns out that it actually was a full language and it
developed a full grammatical complexity and chantactical rule of any other language. Until this shows us this role of the
social environment in helping with this language development. So this language didn’t emerge You know in in isolated
cases where you had children in a remote village but put enough of them together where they want to interact and they
wanna communicate and that social environment will allow language to emerge. Now this also demonstrates the critical
period that I mentioned before. Because children who are over the age of seven were not able to develop polling. In this
new language. New language. We’re able to develop full fluency just like anybody else’s exposed to their native
language. Okay, I hope you found this helpful. If so, please like the video and subscribe to the channel for more. Thanks
for watching.