Hahaha
Hacettepe Vniversitesi Eğitim Fakültesi Dergisi Yıl 1988 i Sayı 3 i ss. 135 - 140
BEHAVIORIST
THEORY
AND LANGUAGE
LEARNING
Doç. Dr. Mehuıet DEMİREZEN* INTRODUCTION
There are some basic theories advanced to deseribe how language is acquired and taught. The behaviorist theory, Mentalist theory, Rationalist theory (otherwise calIed Congitive theory), Empiricist theory (Audiolingualism), and Cognitive-code theory are some of these theories. Of these, behaviorist theory and mentalist theory are mainly applicable to the acquisition of native languages while the rest can account for foreign language acquisition. Yet, the se five fundamental theories of language leaming cannot be totalIy divorced from each other, for "the objectives of second language learning are not necessarily entirely determined by natiye language competence inevitably serves as a foil against which to set second language leaming." (H.H. Stem, .1983; 30). Mother Tongue and Foreign Language Learnmg
These five basic theories are, furthermore, very much complementary to each other, serving different types of learners or representing various cases of language leaming. They must not automaticalIy make us presume that firstand second language leamings are iden tic al or alike processes, though second language leaming is strongly tied up with first language acquisition. Obviously, native language growth must pave the way for foreign language growth. Then these five basiclanguage leaming theories are fundamental pillars of language leaming whose relevance to education is undeniable.
The
Background
of the Behaviorist
Theory
Behaviorist theory, which is basicalIy a psychological theory in its essence, founded by J.B. Watson, is actualIy a theory of native language learning, advanced in part as a reaction to traditional grammar. The supporters of this theory are Leonard Bloomfield, O.N. Mowrer, B.F. Skinner, and A.W. Staats. Behaviorism was advanced in America
* Hacettepe
BEHAVIORIST
THEORY
AND LANGUAGE
LEARNING
Doç. Dr. Mehuıet DEMİREZEN* INTRODUCTION
There are some basic theories advanced to deseribe how language is acquired and taught. The behaviorist theory, Mentalist theory, Rationalist theory (otherwise calIed Congitive theory), Empiricist theory (Audiolingualism), and Cognitive-code theory are some of these theories. Of these, behaviorist theory and mentalist theory are mainly applicable to the acquisition of native languages while the rest can account for foreign language acquisition. Yet, the se five fundamental theories of language leaming cannot be totalIy divorced from each other, for "the objectives of second language learning are not necessarily entirely determined by natiye language competence inevitably serves as a foil against which to set second language leaming." (H.H. Stem, .1983; 30). Mother Tongue and Foreign Language Learnmg
These five basic theories are, furthermore, very much complementary to each other, serving different types of learners or representing various cases of language leaming. They must not automaticalIy make us presume that firstand second language leamings are iden tic al or alike processes, though second language leaming is strongly tied up with first language acquisition. Obviously, native language growth must pave the way for foreign language growth. Then these five basiclanguage leaming theories are fundamental pillars of language leaming whose relevance to education is undeniable.
The
Background
of the Behaviorist
Theory
Behaviorist theory, which is basicalIy a psychological theory in its essence, founded by J.B. Watson, is actualIy a theory of native language learning, advanced in part as a reaction to traditional grammar. The supporters of this theory are Leonard Bloomfield, O.N. Mowrer, B.F. Skinner, and A.W. Staats. Behaviorism was advanced in America
* Hacettepe