Behaviorism Theory and Its Impact in Second Language Acquisition

Behaviorism is a psychological theory that focuses on examining observable behaviors
and how they are controlled by external
stimuli. The theory, as developed by proponents like John B. Watson, B.F. Skinner, and
Edward Thorndike, maintains that behavior is acquired through experiences with the
environment and not caused by innate or internal
mental processes. Major behaviorist principles are reinforcement, punishment, conditioning,
and stimulus-response processes, all of
which significantly contribute to the development of human and animal behaviours.
This assignment explores various aspects of behaviorism, including reinforcement and
punishment, stimulus-response learning, classical and operant conditioning, and radical
behaviorism. It also focuses on the application of these principles in areas such as language
acquisition, child psychology, and behavior modification. By way of discussion of the
contributions of key theorists and their impact on modern psychology, this assignment aims
to provide a comprehensive picture of behaviorism and its relevance in both theoretical
and applied areas.
Dr. Michael L. Estremera in his article titled “Features of Behaviorism in Second
Language
Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View” published in
International Journal of Social Sciences and Humanities Invention, Volume 10, Issue 3
highlights how positive reinforcement (such as praise or rewards) encourages the repetition of
desired language behaviors, which is a cornerstone of behaviorist theory. In the context of
second language acquisition, the study emphasizes that learners tend to imitate language
models, and consistent reinforcement of correct usage helps establish and solidify linguistic
habits.
Actually, the role of reinforcement in language acquisition, particularly within the framework
of behaviorism. The theory suggests that language learning is shaped by stimulus-response
mechanisms. Essentially, learners acquire language by associating certain linguistic responses
with specific stimuli, and when these responses are reinforced, they become stronger and
more likely to occur again in the future.
Positive reinforcement is particularly influential. When a learner produces a correct linguistic
response, such as using the right word or grammatical structure, teachers or caregivers often
provide some form of reward or praise. This positive reinforcement motivates the learner to
repeat the correct behavior. Over time, this process of repetition and reinforcement helps the
learner internalize language structures, creating more fluent, automatic language use.
In behaviorism, imitation is another vital element. Learners often mimic the language use
they observe around them, whether from teachers, peers, or media. When this imitation is

followed by reinforcement, the learner is encouraged to continue using those particular forms
of language. This process of habit formation is crucial because it leads to the development of
automatic language behaviors.
Estremera emphasizes that this reinforcement process is not always just about verbal praise
but can also involve other forms of rewards such as access to resources, positive feedback, or
even social approval. These external reinforcements help guide learners towards more
accurate and fluent language use.
Moreover, the study suggests that behaviorism’s focus on structured, repetitive practices still
holds value in second language classrooms. While modern theories have introduced more
complex cognitive and social factors, behaviorist principles remain effective in certain
learning contexts. The consistent application of reinforcement not only strengthens individual
language behaviors but also helps maintain the learner’s motivation and confidence.
Estremera’s article underscores the enduring importance of reinforcement in language
acquisition. By creating an environment where learners are consistently exposed to correct
linguistic behaviors and are reinforced for adopting them, behaviorist approaches continue
to contribute to effective language learning, particularly in formal or structured educational
settings.

The Influence of John B. Watson’s Behaviorism on Child Psychology
An Analytical Perspective Based on Hayne W. Reese’s Article
In his analysis, Hayne W. Reese explores how John B. Watson’s behaviourism revolutionized
child psychology by shifting the focus from introspection to empirical, data-driven research.
By emphasizing observable behaviour over subjective mental states, Watson laid the
foundation for modern psychological studies, therapeutic interventions, and educational
practices. His influence endures, shaping contemporary approaches to understanding and
modifying behaviour.
Revolutionizing Child Psychology
Watson’s rejection of introspection transformed psychology into a more rigorous and
scientific discipline. By advocating for the study of measurable behaviours, he helped
establish behaviourism as a dominant framework in child psychology. This shift enabled
structured experimentation, paving the way for empirical research in child development and
learning.
Emotions as Conditioned Responses

Challenging the traditional belief that emotions are innate, Watson argued that fundamental
emotions such as fear, rage, and love are acquired through experience. His famous Little
Albert experiment demonstrated how fear could be conditioned in a child, reinforcing the
idea that external influences shape emotional development. This perspective had profound
implications for behavioral therapy and emotion regulation.

The Primacy of Environment Over Genetics
Watson emphasized the critical role of environmental factors in shaping behavior,
challenging genetic determinism. He asserted that behavior could be molded through
conditioning, a concept that later influenced parenting methods, educational strategies, and
therapeutic interventions. His emphasis on environmental conditioning underscored the
potential for modifying behavior through structured reinforcement.

John W. Donahoe, in his paper Edward L. Thorndike: The Selectionist ,Connectionist,
discusses Edward Thorndike’s classic behaviorist work, his Law of Effect. According to
Thorndike’s law, behavior that is followed by pleasant consequences will be repeated, and
behaviour that is followed by irritating consequences will not be repeated. Thorndike’s
identification of the effect of reinforcement on behaviour allowed reinforcement-based
learning to be formulated and reinforcement-based learning by subsequent behaviourists such
as B.F. Skinner and his operant conditioning.
Thorndike’s initial work, his puzzle box experiments, had demonstrated that learning was a
process of trial and error. The animals in the studies learned to produce responses that had
beneficial consequences, and irrelevant responses were gradually eliminated. This
selectionism explains the development and shaping of behaviour on the grounds of
environmental consequences rather than on the grounds of internal psychological processes,
as would be predicted from the general assumptions of behaviourist psychology.
The article further refers to Thorndike’s connectionism, a conjecture that neural associations
are reinforced due to learning, a precursor to neuroscience and psychology. Thorndike’s
research also had a direct influence on operant conditioning, a conjecture that was developed
based on the application of reinforcement in behaviour modification. Skinner particularly
expanded on Thorndike’s research through the examination of how behaviour is developed
through systematic reinforcement, based on the way environmental contingencies regulate
behaviour.
In general, Thorndike’s Law of Effect remains the foundation in the field of behaviorism. He
was among the first to foresee that behavior is not only learned through reinforcement but

also reinforced and molded by the effect that follows. It is this foundation that has guided
the study of psychology for decades to come, both the theoretical understanding and
application of behaviorism.

Classical conditioning, first identified by Ivan Pavlov, is a form of learning where a neutral
stimulus becomes associated with a meaningful stimulus, eliciting a conditioned response.
Unconditioned Stimulus (UCS): Naturally triggers a response without prior learning. For
example, the smell of food induces hunger.
Unconditioned Response (UCR): The automatic reaction to the UCS, such as salivating
when smelling food.
Neutral Stimulus: Initially does not trigger the UCR. When paired repeatedly with the UCS,
it becomes a conditioned stimulus.
Conditioned Stimulus (CS): Previously neutral, now triggers a response after association
with the UCS. For instance, a whistle sound paired with the smell of food.
Conditioned Response (CR): The learned reaction to the CS, like feeling hungry upon
hearing the whistle alone.
Phases of Classical Conditioning:
1. Before Conditioning: The UCS elicits the UCR naturally. The neutral stimulus does
not affect the UCR.
2. During Conditioning: The neutral stimulus is paired with the UCS repeatedly, forming
an association.
3. After Conditioning: The neutral stimulus becomes the CS, capable of triggering the
CR independently.
Examples:
Pavlov’s Dogs: Dogs salivated (CR) at the sound of a tone (CS) after it was paired with food
(UCS).
Taste Aversions: Developing nausea (CR) after consuming spoiled food (CS).
Distinction from Operant Conditioning: Classical conditioning involves involuntary responses to stimuli, while operant conditioning
is about strengthening or weakening voluntary behaviors through rewards or punishments.

Criticisms:
Some argue classical conditioning oversimplifies complex human behaviors and doesn’t
account for cognitive processes involved in learning.
Radical Behaviorism:
Author: James W Moore (Apollo Behavior)
Main Finding of the Article
The article discusses Radical Behaviorism, a theory developed by psychologist B.F. Skinner.
This theory focuses on the idea that all human and animal behavior is learned from the
environment. It suggests that actions are not driven by thoughts or emotions but by past
experiences, rewards, and consequences. According to Skinner, behavior is shaped through
reinforcement (rewards) and punishment (negative consequences), rather than by free will.

Radical Behaviorism differs from other psychological theories because it does not focus on
what a person thinks or feels—instead, it looks only at observable behavior and how it
changes based on experiences.
Explanation:
“Radical Behaviorism,” a theory of human behavior in psychology developed by B.F.
Skinner. The theory states that all human action is environmentally constructed and
produced by consequences, not by feelings or thinking. Radical behaviorism differs from
other psychological theories in that while other theories attempt to understand what takes
place in the mind, radical behaviorism feels that we can understand behavior by
observing actions and their repercussions.
One of the most important concepts of radical behaviorism is “operant conditioning.” It is
the process of reinforcing or weakening behaviors depending on rewards and punishment.
For instance, if a child gets a treat for completing homework, they will be more inclined to
do it in the future. If they get punished for negative behavior, they will be less inclined to
repeat it. It accounts for the formation of habits and the learning process.
The essay also explains the distinction between radical behaviorism and other
behaviorisms. Classical behaviorists, such as John Watson, were for observable behavior
and nothing more, disregarding inner processes. Radical behaviorism, on the other hand,

holds that there are thoughts and feelings but thinks of them as behaviors that are
environmentally controlled.
Another core concept is that behavior is controlled by reinforcement and punishment in
everyday life. Schools, workplaces, and social life all employ rewards and punishment to
mould individuals’ behaviours. This renders radical behaviourism applicable in education,
therapy, and even in business management.
In total, the article shows how radical behaviorism accounts for human action in terms of
external causes instead of internal thought and hence is a practical method of explaining
and changing behavior.
Conclusion
Behaviorism has been highly relevant to the study of learning and behavior change through
the focus on observable behavior and environmental factors. Contributions from influential
theorists like John B. Watson, B.F. Skinner, and Edward Thorndike have immensely
contributed to our understanding of the functions of reinforcement, punishment, and
conditioning in determining behavior. These concepts have been extensively used across
most areas, such as education, therapy, and behavioral intervention.
Although contemporary psychology has now accepted cognitive and social processes,
behaviorist theory is still pertinent in much learning and development. Behaviorism’s
empirical, systematic methodology still offers useful techniques for melding behavior,
instilling good habits, and explaining the learning processes. By understanding behavior in
these terms, practitioners and researchers can engineer effective applications to modify
behavior, and so behaviorism continues to be a constant and visible psychology approach.