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Behaviorism and Foreign Language Learning

Halaman 28

1. What is learning according to Watsons behaviorist theory?

Answer: According to Watson, learning is the process of conditioning
that we can build a set of stimulus response connections, and more
complex behaviours are learned by building up series of responses.
2. How does Skinners theory of learning differ from Watsons?
Answer: Skinners theory of learning differ from Watsons by typical
form of learning, Watson believes that by the process of conditioning
we can build a set of stimulus-response connections, and more
complex behaviors are learned by building up series of responses,
Skinner tries to account for most of human learning and behavior, it
called Respondent Conditioning, while Skinner added an unique
dimension to Behaviorism. He created a new concept called Operant
Conditioning that tries to account for most of human learning and
behavior.
3. What is the difference between classical conditioning and operant
conditioning; provide examples to elucidate your answer.
Answer: The difference between classical conditioning and operant
conditioning is classical conditioning is a typical form of learning
utilized mainly by animals and slightly applicable to account for
human learning, while operant conditioning tries to account for most
of human learning and behavior.
Example:
Crying which is an emitted response, which produce the
consequence of getting fed, cuddled, or comforted is operant
behavior. Such operant crying can be controlled.
4. Explain the implication of behaviorist theory in foreign language
teaching.
 Answer: The implication of behaviorist theory in foreign language
teaching is the simplicity and directness of this theory learning and
also the priciples that based on (1) the behaviorist stimulust-
response concept and (2) an assumption that second language
learning shoulkd reflect and imitate the perceived processes of
mother tongue learning.

5. Discuss the mechanic classroom practice in Audiolingual Method.

Answer: The mechanistic classroom practice in Audiolingual Method
are repetition, inflection, replacement, restatement, completion,
transposition, expansion., contraction, transformation, intergration,
rejoinder, and restoration.
6. Give examples of some classroom activities in Audiolingual Method.
Answer: Audiolingual method views learner error as sin to virtue,
stating that like sin, erropr is to be avoided and its influence
overcome, but its presence is to be expected. Thus, in teaching
learning process, teachers must provide correct language models
using different types of pattern drill.
7. What does the tenet which says Foreign language learning is
basically a process of mechanical habit formation mean? How does
tenet realized in the classroom?
Answer: It provides the learning theory, which underpins the widely
used Audiolingual Method (ALM).
8. Reinforcement is a crucial factor to Skinners learning theory. Give
some examples of positive and negative reinforcement in language
teaching.
Answer: Reinforcement which serves to mark the response as being
appropriate (or inappropriate) and encourage the repetition (or
seppression) of the response in the future. Learning is thus
described as the formation of association between stimuli and
responses. Positive (reward), negative (punishment).
9. Find English Textbook, such as English 900, English 901 and Lado
Series and Analyze them by showing the behaviorist touch.
Answer: Although the method began to lose its favor,
Audiolingualism and materials based on audiolingual principles
continue to be widely used to day.
10. Discuss Chomskys critique to behaviorist theory about
language learning or language acquisition.
Answer: This critique is based on his own model of linguistic
behavior characteristically involves innovation formation of new
sentence and patterns in accordance with rules of great
abstractness and intricacy (Chomsky 1996:153)
Halaman 40

1. Describe the concept of cognition and cognitive process.

Answer: American Heritage Dictionary of the English language gives
the meaning of cognition as the mental process by which
knowledge is acquired. There are several basic characteristics of
cognition: (1) cognition is a process; (2)this process is mental;
(3)this process is purposive; (4) by implication, this process is
ultimately under control of the learner, even if one is coerced into
learning by external pressure. Thus, the term cognitive process
refers to the individual internal mental operation.
2. Anderson lists three main influencesfor the modern development of
cognitive psychology; what are they and who are the proponents?
Answer: Anderson (1985) lists three main influences for the modern
development of cognitive psychology, namely; information
processing approach, atificial intelligence, and transformational
linguistics. Firstly, Broadbents information processing model gives
consideration to perception and attention. The important
characteristic of an information-processing analysis is that it
involves a tracing of the sequence of mental operations and their
products in the performance of a particular cognitive task.
Secondly, Allen Newel and Herbert Simons work in cognitive
psychology, widely known as artificial intelligence, has promoted
use of concepts from computer science in the development of
psychological theories. Finally, Noam Chomsky asserted that
language learning must include internal construct. A theory
popularized as transformational grammar consideres that the
observable stimuli and responses in linguistic interaction are not
sufficient. ( Anderson, 1985:15)
3. The central issues that interest cognitive psychologistinclude the
internal mechanism of human thought and the processes of
knowing; what does this statement mean?
Answer: The central issues that interest cognitive
psychologistinclude the internal mechanism of human thought and
the processes of knowing. Cognitive psychologist have attemotes to
find out the answer to mental structures, such as what is stored and
how it is stored, and to mental processes concerning how the
integration and retrieval of information is operated.
4. Clarify the main differences of learning concept between
behaviorism and cognitivism.
Answer:
Behaviorism explain how an external event (a stimulus) caused a
change in the behavior of an individual (a response) without using
concepts like mind or ideas or any kind of mental behavior. The
 occurrence of these behaviors is independent upon three crucial
elements in learning: a stimulus, which serves to elicit behavior; a
response triggered by a stimulus; and reinforcement, which serves
to mark the response as being appropriate (or inappropriate) and
encourage the repetition (or suppression), of the response in the
future.
Cognitivism believes that people learn not solely trough respond to
environmental stimuli; people are rational beings who can use their
cognitive power such as problem-solving to acquire knowledge. The
cognitive psychology views learning process as a two-way process
between the organisms (learners) and their environment. In
cognitive theory the mind is viewed as an agent in the learning
process.
5. Ausubel proposes two types of learning: rote learning and
meaningful learning. What are the characteristics of each learning
type; give examples to clarify your explanation.
Answer:
Rote learning is aspects of a childs linguistics system which could
not simply be accounted for in terms of the reaction of an organism
(the learner) to its environment.
Meaningful learning, the teachers task is to facilitate student
acquisition, organization, and storage of knowledge. The goal of the
teacher is to expand the students ability to create meaningful
replies.
6. According to Ausubel, there are three factors in order meaningful
learning to achieve. Explain these factors briefly.
Answer:
Build on what the students already know;
Help the students relate new material to themselves, their life
experiences, and their previous knowledge;
Avoids rote learning (except perhaps in the case of
vocabulary).
7. What should a teacher do to make teaching and learning
meaningful.
Answer : To make teaching and learning meaningful, the teacher can
do the following:
- Build on what the students already know
- Help the students relate new material to themselves, their life
experiences, and their previous knowledge.
- Avoids rote learning (except perhaps in the case vocabulary)
- Use graphic and schematic procedures to clarify relationships
8. Discuss the application of cognitivism in foreign language teaching.
Answer : Application of cognitivism in foreign language teaching,
learners are active processors of information. Their task is also to
organize the material being presented in such a manner that what is
 to be learned will be meaningful to the learners. To do this, teachers
are obligated to consider the learners axisting cognitive structure.
Their next obligation is to try to teach the material in such a fashion
and in such a context that the learners can relate the context to to
their exiting knowledge. In addition teachers should encourage an
active questioning attitude on the part of the learners, to help them
understand and relate what is being learned to what they have
learned and to use it is important. These can insure that the
information is functional and can be utilized to further additional
learning or to solve problems.
9. In Cognitive Code Learning, the classroom presentation can be
conducted both deductively and inductively. Explain how these
models work.
Answer: In deductive learning, a situation is created in which the
target item is embedded in a meaningful context. Learners are told
the rule and then given the opportunity to apply it to several
practice examples. In Inductive learning the student is given a
number of examples and asked to work out the rules through a
process of guided discovery.
10. Clarify how Audiolingual Methode and Cognitive Code learning
view learner errors.
Answer: In this method, the four language skills listening, speaking,
reading, and writing are presented at the same time. This form of
teaching reflects the total picture of communication .

Halaman 56

1. Describe the main differences between behaviorist, cognitive, and

humanistic view of human being.
Answer:
Behaviorist: human being is a physical being. Learning change
behavior (observable behavior). Stimulus Response
Reinforcement. Learning is mechanical habit formation.
Cognitive: human being is a rational being/logic. Learning changes
schemata. Learning takes place within the brain.
Humanistic: human being is an emotional being. Learning changes
of an attitude. All people have their own potential to grow.
2. Mention some prominent figures in humanistic approach and briefly
discuss their view.
Answer:
Erik Erikson claims that human psychological development
depends not only on the way in which individuals pass trough
predetermined maturational stages, but on the challenges that
 are set by society at particular times in their lives (epigenetic
principle)
Abraham Maslow (1968) deficiency needs are directly related
to a persons psychological or biological balance, such as the
requirements of food, water or sleep. Being needs are related to
the fulfillment of individual potential development.
Carl Rogers (1969) human beings have a natural potential for
learning, but this will take place only when the subject matter is
perceived to be of personal relevance to the learners and when in
involves active participation of the learners.
3. Roger states that human being is a whole person. What does it
mean?
Answer: People as a whole treat them as if they are whole. The
development of individuals self-concept and his personal sense of
reality, that is, the internal forces which cause a person to act.
Human behavior is his ability to adapt and to grow in the direction
that can enhance his existence. Human being needs a non
threatening environment to grow and to learn.
4. Describe and give examples the pedagogical implication of
humanistic approach
Answer: Humanistic education seeks to emphasize that the affective
aspects of language learning are as important as the cognitive
aspects, and therefore the learner should be treated in some sense
as a 'whole person', that is, every student in the classroom should
first be looked at as a human, then a learner. Learning should be
personalized as much as possible. This is in keeping with the view
that one significant task for the teacher is differentiation, i.e.,
identifying and attempting to meet the individual learners needs
within the context of the classroom group.
5. Describe some classroom activities which are based on humanistic
principles.
Answer: A number of features for activities within the humanistic
classroom context among which are:
They should accentuate the positive and avoid the negative
focus.
Low risk, i.e. non-personally threatening activities, should be
used.
Activities should give students the opportunity to verbalize
before others something they like about themselves, since
customarily we are meant to keep this to ourselves.
They should encourage students to really look at their peers and
focus on seeing the beauty of others.
Linguistically, they should give students the opportunity to
practice the language for expressing.
 Activities should be constructed in such a way to practice the
vocabulary.
6. Describe the characteristics of healthy person or fully functioning
person according to Rodgers.
Answer: Rogers identified five characteristics of the fully functioning
person:
Open to experience: both positive and negative emotions
accepted. Negative feelings are not denied, but worked
through (rather than resorting to ego defence mechanisms).
Existential living: in touch with different experiences as they
occur in life, avoiding prejudging and preconceptions. Being
able to live and fully appreciate the present, not always
looking back to the past or forward to the future (i.e. living for
the moment).
Trust feelings: feeling, instincts and gut-reactions are paid
attention to and trusted. Peoples own decisions are the right
ones and we should trust ourselves to make the right choices.
Creativity: creative thinking and risk taking are features of a
persons life. A person does not play safe all the time. This
involves the ability to adjust and change and seek new
experiences.
Fulfilled life: person is happy and satisfied with life, and
always looking for new challenges and experiences.
7. Rogers humanism posits that the important aspect in learning is the
context. Discuss this statement.
Answer: It means that if the context for learning is properly created,
then human beings will learn everything they need to.

8. Nunan presents the five most important functions of teacher.

Describe and give examples.
Answer: Nunan presents the five most important functions of
teacher are as follows:
The cognitive function. The teacher possesses knowledge desired
by the students sbout the the target language and culture. We,
teachers have this knowledge, which the students expect us to
impart to them.
The classroom management function. Our students and the
society in which we work expect us to take responsibility for how
the students time is used in class. The students rely on our
training and experience with materials, schedules and
techniques.
Practical goals. The teacher is expected to take these vaguely
thought out or articulated goals and give them practical
expression in language teaching syllabuses.
The personal or interpersonal function. As teachers with the
desired skills, knowledge and expertise, we have a great deal of
 power in the classroom and it is our responsibility to set the tone
or interpersonal classroom climate. The atmosphere we sel will
determine whether the students nonlinguistic emotional needs
are met in the classroom.
The humanistic function. It is closely related to the fourth, but is
subtler. It has to do with the warmth and enthusiasm that the
teacher radiates to the learners. The teacher should spread the
vibes of affection and so that the learners learn better.
9. Describe some qualities of humanistic teacher as described by
Wang.
Answer: Some qualities of humanistic teacher are:
Capable of developing the whole person of the students
intellectually as well as emotionally.
Have geneuine trust and acceptance of the students as
worthy, valuable individuals, and help them to build up
positive self-concept.
Teachers should be real facilitators of learning and focus more
on how to learn than what to learn, i.e provide students with
fishing gear rather than fish.

Halaman 73

1. Describe the main differences between behaviorist, cognitive, and

humanistic view of human being.
Answer:
Behaviorist: human being is a physical being. Learning change
behavior (observable behavior). Stimulus Response
Reinforcement. Learning is mechanical habit formation.
Cognitive: human being is a rational being/logic. Learning changes
schemata. Learning takes place within the brain.
Humanistic: human being is an emotional being. Learning changes of
an attitude. All people have their own potential to grow.

2. Mention some prominent figures in humanistic approach and briefly

discuss their view.
Answer:
Erik Erikson claims that human psychological development
depends not only on the way in which individuals pass trough
predetermined maturational stages, but on the challenges that are
set by society at particular times in their lives (epigenetic
principle)
 Abraham Maslow (1968) deficiency needs are directly related to
a persons psychological or biological balance, such as the
requirements of food, water or sleep. Being needs are related to the
fulfillment of individual potential development.
Carl Rogers (1969) human beings have a natural potential for
learning, but this will take place only when the subject matter is
perceived to be of personal relevance to the learners and when in
involves active participation of the learners.
3. Roger states that human being is a whole person. What does it mean?
Answer:People as a whole treat them as if they are whole. The
development of individuals self-concept and his personal sense of
reality, that is, the internal forces which cause a person to act. Human
behavior is his ability to adapt and to grow in the direction that can
enhance his existence. Human being needs a non threatening
environment to grow and to learn..
4. Based on Vygotskys ZPD , Bruners develos the concept of scaffolding.
Discuss this conception.
Answer: Based on Vygotskys ZPD , Bruners develos the concept of
scaffolding That is the process of throught which a teacher or more
competent peer gives aid to the students in their ZPD as necessary
and reduces this aid as it becomes unnecessary ( as an anlogy , much
as a scaffold is removed from a building during construction).
5. Discuss the pedagogical implication of constructionist approach.
Answer: Constructivism, especially vygotsky ideas has been adopted
by Derewianka (1990) and Butt et.al. (2001) to design foreign
language teaching method called Genre Based Instruction.
6. Describe some classroom activities which are based on constructionist
principles.
Answer: Reffering to the model text and making use of the knowledge
and awareness gained from the exploration of the text, the students
work with teacher to construct their own text (spoken or written)in the
text type or genre.
7. Describe the characteristics of teacher role based on constructionist
principles.
Answer: Characteristics of teacher role based on constructionist
principles are teacher-fronted whole class co-construction of a single
text on the board, small-group or pair construction with the teacher
helping each group or pair by turn, or teacher conferencing with
individual students.
8. Derewianka and Butt et.al. design for a foreign language teaching
method based on constructionist theory. Described the learning
procedure of the method which characterizes constructionist
principles.
Answer: The learning procedure of the method which characterizes
constructionist principles is learners are required to work
individually/independently, for example, in the case of writing, to
produce individual essays. Ideally, this is carried out only after the
students have successfully produced a joinly constructed text or
understanding of a text.