BEHAVIORIST THEORY ON LANGUAGE LEARNING AND ACQUISITION

Introduction

There are some basic theories advanced to describe how language is acquired, learnt andtaught. The behaviorist theory, Mentalist theory (Innatism), Rationalist theory (otherwise calledCognitive theory), and Interactionism are some of these theories.Of these, behaviorist theory and mentalist theory are mainly applicable to the acquisition ofnative languages while the rest can account for foreign language acquisition. Yet, these fourfundamental theories of language acquisition cannot be totally divorced from each other, for "theobjectives of second language learning are not necessarily entirely determined by nativelanguage competence inevitably serves as a foil against which to set second languagelearning." (H.H. Stem, .1983; 30).

Mother Tongue and Foreign Language Learning

These five basic theories are, furthermore, very much complementary to each other, servingdifferent types of learners or representing various cases of language learning. They must notautomatically make us presume that first and second language learning are identical or alikeprocesses, though second language learning is strongly tied up with first language acquisition.Obviously, native language growth must pave the way for foreign language growth. Then thesefive basic language learning theories are fundamental pillars of language learning whoserelevance to education is undeniable.

The Principle of the Behaviorist Theory

The behaviorist theory believes that “infants learn oral language from other human role modelsthrough a process involving imitation, rewards, and practice. Human role models in an infant’senvironment provide the stimuli and rewards,” (Cooter & Reutzel, 2004). When a child attemptsoral language or imitates the sounds or speech patterns they are usually praised and givenaffection for their efforts. Thus, praise and affection becomes the rewards. However, thebehaviorist theory is scrutinized for a variety of reasons. If rewards play such a vital componentin language development, what about the parent who is inattentive or not present when the childattempts speech? If a baby’s language learning is motivated strictly by rewards would thespeech attempts stop merely for lack of rewards (Cooter & Reutzel, 2004)? Other casesagainst this theory include “learning the use and meaning of abstract words, evidence of novelforms of language not modeled by others, and uniformity of language acquisition in humans”(Cooter & Reutzel, 2004).

The Background of the Behaviorist Theory

 The behaviorist theory believes that “infants learn oral language from other human role modelsthrough a process involving imitation, rewards, and practice. Human role models in an infant’senvironment provide the stimuli and rewards,” (Cooter & Reutzel, 2004). When a child attemptsoral language or imitates the sounds or speech patterns they are usually praised and givenaffection for their efforts. Thus, praise and affection becomes the rewards. However, thebehaviorist theory is scrutinized for a variety of reasons. If rewards play such a vital componentin language development, what about the parent who is inattentive or not present when the childattempts speech? If a baby’s language learning is motivated strictly by rewards would thespeech attempts stop merely for lack of rewards (Cooter & Reutzel, 2004)? Other casesagainst this theory include “learning the use and meaning of abstract words, evidence of novel