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Tammy Lai

Aaron Benedetti

UWP 1

March 18 2018

Efficiency of Second Language Learning Theories

Introduction

With development of globalization, an increasing number of people choose to learn a

second language to develop their intelligence identity and integrate to other knowledge

discourses. For example, English is the most popular language all over the world; no matter in

commercial environment or in cultural situation, English is helpful for people to communicate

with others with various cultural backgrounds. Therefore, more English learners and experts

explore the methods of learning English combining different theories and learning practice in

order to learn English in an efficient way. Among those learning theories, theories of

behaviorism are widely adopted by English teachers and learners around the world. Behaviorism

believes that learning is the link between stimulus (S) and reaction (R). The learning process is a

gradual process of trial and error, forming a fixed S-R connection until the final success.

Behaviorism particularly emphasizes the role of "strengthening"​ ​(​Nelson, 1975). Guided by

those theories, many English learners tend to stress mechanical learning advocating repetition of

expressions and grammar. However, nowadays some English instructor criticize dogmatic

learning methods concerning English grammar and expression, which starts a fierce debate over

effective English learning methods.

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Acculturation is the combination of language learners and the target language community

(Ward & Kagitcibasi, 2010). In addition, a representative of behaviorism proposes

“reinforcement theory”, which emphasizes measures making people “repeat something to

achieve contingency and acquisition” (Hunter, 1973). Thus, many meaningful activities such as

reading and writing are the results of operational reinforcement. This essay will probe into the

effective methods of learning English based on Classical Conditioning​/Behaviorism Theory​ or

Skinner's Operant Conditioning Theory and a survey conducted among English learners. This

survey will investigate different learning methods, corresponding results and different opinions

of English learners. Based on the findings of the survey, this essay will test the hypothesis that to

repeat vocabulary, grammar, pronunciation repeatedly suggested by behaviorism is not effective

in language acquisition. This study would eliminate people’s misunderstanding of learning

English as second language and give practical suggestions accordingly.

Classical Conditioning​/Behaviorism Theory

The theories of behaviorism are the basis of many of these methods (Gredler, 1997). At

present, behavioral theories of English learning are the most widely used, that is, through

continuous stimulation, and then strengthen. This is a learning method based on the conclusion

of “Pavlov's classical reflex experiment” (Bitterman, 2006). In the process of English learning,

specific performance, the teachers repeatedly in the classroom teach students to learn vocabulary,

read text, and learn grammar. At the same time, through the arrangement of homework in the

form of after-school students to make more contact with the learning content, to consolidate the

learning effect. Finally, organize examinations to further test students' learning outcomes. After
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this series of continuous stimulation, students continue to strengthen the knowledge of language

learning.​ However, this kind of English learning will bring some problems. This leads to the fact

that, as Gee said, students may establish conditioned reflexes on English grammar, but they

cannot learn the correct use of English (Gee, 1989). After the establishment of the conditioned

reflex formed by mechanical repetition, it is also easy to subside. When students are not

stimulated for a period of time, that is suspended English learning, students will easy forget

previously learned content.

Moreover, most schools in China welcome this classical conditioning learning (Hayhoe,

2017). For example, in my middle school education, due to the large number of students and the

insufficient input in education, English is taught in a large class. At this condition, one teacher

must teach fifty or sixty students simultaneously. In addition, basic education in schools is facing

the pressure to enter a higher school, preferring to adopt a simple and efficient, and can

simultaneously for different levels of students teaching. Therefore, the classical conditioning

method deepens student’s impression of English through mechanical repetition and improves

students' familiarity with words, grammar and sentences.​ ​However, as in the case of Gee’s

thinking, the problem with this approach is that the teacher can teach the student’s English

knowledge system in class, but it does not help students learn how to use English. What’s more,

questions aroused in classroom anxiety triggers students to become condition on fear of foreign

languages, resulting in similar fear in other school’s experiences. Therefore, teachers should

allow students to learn English in the team's competition and cooperation, and create a

comfortable reading corner or provide comfortable classroom environment to make the students

feel warm and generalize this feeling to every learning activities.

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Skinner's Operant Conditioning Theory

In addition, another theoretical basis for the teaching method of English learning, which

is widely used, is Skinner's Operant Conditioning Theory. Skinner's Operant Conditioning argue

that reflexes can “occur with unconditional stimuli”, as long as there is a “recurrence of the

stimulus” followed by behavioral responses (Pavlov & Watson, 2017).​ ​It is more relate to

people's self-issuance and Pavlov's conditioned reflexes are related to non-self-issuance. On this

basis, instructors have created special teaching methods for English learning and advocated the

teaching of machines and procedures. The basic idea of program teaching is small steps, positive

response, timely feedback, self-paced tune and improve the effect. Therefore, in actual teaching,

teachers should pay more attention to strengthening stimuli when students who acquire certain

achievements in learning English, such as remembering a certain number of words or mastering

a certain amount of grammar, will receive incentives including material or spiritual rewards.

According to the survey to the English as second language learners, there are 92.3% student have

been getting rewards from their English proficiency. In addition, about 84.6% of students think

the rewards are other form of inspire to encourage them while learning second language.

Therefore, students receive affirmative and timely feedback each time they make progress, which

will make students have positive English learning behavior.

The use of Skinner operant conditioning English learning method in china​ ​is limited.

Among them, program teaching is the typical representative of individualized teaching. The

so-called procedural teaching refers to an individualized teaching method that enables students to

learn self-teaching materials (materials arranged in a specific order and small steps) at their own
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pace and level. This is a personalized, customized teaching method. In English learning process,

combined with their own learning characteristics of the schedule of learning will helping

students’ English proficiency. At the same time, it will fully exploited students' autonomy in

learning, which is more likely to be welcomed by students. However, this teaching method is

subject to certain conditions. The first is due to teachers, “equipment and other resources

constraints”, it is difficult to achieve that every student can obtain this form of teaching. (Shapiro

et al.​, ​1964) The second is to apply this kind of English learning method to students' spontaneous

requirements. If students are not satisfied with the motivation obtained through learning English,

they can easily switch to other attractive materials, which may lead to the failure of English

learning continuity.​ When using the Skinner-based operant conditioning English learning

method, teacher need to develop a suitable study plan that is based on the actual situation of the

student. Moreover, it is necessary that teacher should formulate an appropriate incentive plan in

teaching students to produce a response, and then give strengthen or reward in order to

consolidate the reaction and encourage learners to further response, so that students are always in

a state of active learning. ​ ​Just like Gee said, "The most you can do is to let them practice being a

linguist with you", under the Skinner operant conditioning, the teacher should act as a partner

and auxiliary (Gee, 1989).

Analysis

These two methods are the more common methods used in English learning methods at

present. They are teaching methods developed based on different theories of behavior. In

teaching practice, both methods of teaching are used. Practice has proved that they can play a
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role in guiding students to learn English (Graham, 1993). Through different principles of action,

they gradually form a reaction to the stimulus of English learning during the learning process so

that students can better grasp the vocabulary and grammar of English.

While both types of teaching methods based on different theories of behavior in practice

have played a good performance, but we can see that in China, the teaching methods based on

Classical Conditioning theories “dominate” (Holland & Bouton, 1999). The teaching methods

based on the theory of Operant Conditioning only play a complementary role. It will bring some

problems such as, what conditions the implementation of different teaching methods. What kind

of learning is more popular with the students? In addition, what kind of learning to get better

results?

Through the analysis of two different theories-based English learning methods, we can

see that both methods have their pros and cons. The implementation of the method of classical

conditions is simple and efficient, but the lack of learning fun and the easy-to-forget memory

problem brought about by mechanical repetition are significant. Moreover, operant conditioning

reflex learning is effective, but the problem of large-scale promotion that has resulted in a

significant increase in workload is prominent.

Conclusion

With the development of the world economy, the learning of a second foreign language

has drawn more and more attention. English, as the most widely used language, has become the

first choice for non-native English speaking countries to learn a second foreign language. Under

the guidance of different theories and learning practices, English learners and experts invent
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many ways to learn English. Whether it is through the classical conditions or operant

conditioning formation of learning habits, there are some problems. However, through the

analysis we can see that, to some extent, these two types of English learning methods are

complementary. The advantages of classical conditions just make up for the lack of operant

conditioning, while the advantages of Operant Conditioning can offset the disadvantages of

classical conditions. Simply using the Operant Conditioning approach to English learning may

encounter problems of low efficiency and insufficient learning motivation. Moreover, if the two

theories in the actual English learning combine to increase learning effectiveness, while

improving learning efficiency. Therefore, an effective English learning method should be the

organic combination of the two theories.​ ​That is, like Gee's point of view, classroom teaching is

indispensable, and teachers should teach English grammar, knowledge background and so on.

However, at the same time, teachers should act as escorts and guide students in practice.

On the other hand, in addition to continuous strengthening, social culture will have an

impact on English learning. (Norton, 1997) Firstly, if English learning is limited to vocabulary

and grammar, it will be very easy to find a bottleneck in the learning process. Therefore, the

study of the cultural and historical background of English-speaking countries is indispensable.

Secondly, the English locale is also crucial to English learning, and we should try our best to

create an English environment, which is good for English study.

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Reference

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10(4), 365.

Graham, M. P. (1993). Language Learning Strategies: What Every Teacher Should Know.

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Gredler, M. E. (1997). Learning and instruction: Theory into practice. Prentice Hall.

Gee, J. P. (1989.). Literacy, Discourse, and Linguistics: Introduction. ​Journal of Education,

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Hayhoe, R. (Ed.). (2017). Contemporary Chinese Education (Vol. 5). Routledge.

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