"...negative responses should receive negative reinforcement.." This is a common misunderstanding of Skinner's work and an easy one to fix. Positive and negative reinforcements are both a type of reward to increase the target behavior. What you want to say is that negative responses receive punishment, such as a mouse shocking himself when pressing a button.
Yes! I came to say this! To explain further, Positive and Negative should be thought of more as additive and subtractive, rather than pleasant and unpleasant. Positive reinforcement is reward by presenting a nice thing, like a piece of candy or a praise. Negative reinforcement is reward by taking away something bad, like stopping the nagging or letting the student go to the bathroom and relieve herself of her discomfort. Positive punishment is punishing by presenting a bad thing, like a rap across the knuckles or being told that they're incorrect (embarrassment is an uncomfortable feeling that some people get when they are told they're incorrect). Negative punishment is punishing by taking away a good thing, like their game system or their nice, comfy seat.
super, informative, accurate, I made notes on that, a plethora of notes about behaviorism and second language acquisition. It will help me with my studies on the course of Applied Linguistics.
Your definition for negative reinforcement is incorrect. Negative reinforcement is removing an unwanted stimulus as a type of reward for desired behavior. You are thinking of punishment.
Yes. It's too bad that the word "negative' has to be part of it when reinforcement is the main objective toward an outcome. Also, it's unfortunate that the word 'punishment' has acquired such negative status in the world. I'm happy someone else had already pointed the needed correction out. :)
The practice of audio lingualism was abandoned as it didn't do a good job at actually "teaching" a language. The focus is on production and not on meaning, which is what the mind attempts to do every time its presented with unknown vocab. Students were expected to just repeat the sounds presented to them without focusing on actually understanding what they're saying. The concept of
That's not entirely true. A large topic on SLA focuses on Cross-linguistic transfer (how our L1 affects our L2) and the majority of the studies were through the process of "structural learning". For example, Lado had a impact on the Behaviourist theory and his aim was to improve L2 teaching/ prepare teaching material
References Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. (pp. 19-31). Cambridge: Basil Blackwell. Peregoy, S. F., and Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for teaching K-12 English Learners. Boston, MA: Pearson Education Inc. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. (pp. 50-61). New York: Cambridge University Press.
I took language classes under this method starting in 1966. It was boring, ineffective, and, mostly, a waste of time. It's a good example of theory overriding experience and common sense. It might not be completely useless, as it might help a bit with foreign language pronunciation. Unfortunately, the methods that preceded it and succeeded it (intensive grammar study) don't work well either.
@@babackd.6485 I think that Stephen Krashen is mostly (but not completely) right. So, comprehensible input should make up the majority of time with communicative practice as well (speaking and writing but with the goal of really communicating). A certain amount of time spent on forms (examples of correct usage and common forms).
@@thedavidguy01 thanks for getting back to me. I'm trying to become a teacher and your first-hand experience of these methods is interesting to me. So overall, what has actually worked for you is mostly trying to comprehend and use the language in practical situations and scenarios, despite not understanding everything at that particular point in time, while correct form and pronunciation are introduced at a reasonable pace as well. Does this sums it up?
@@babackd.6485 Yes, that's a reasonable summary. There's a new book by Florencia Henshaw and Maris Hawkins that goes into detail of how to do this as a teacher.
Hi Sharon, thanks for your hard work, it's very inspiring and enjoyable. May I have your email adress please? Look forward to discuss more with you. Hooray!
I appreciate the video content, however I can't help being bothered by the misspelling and mispronunciation of the word 'pronunciation,' spelled and pronounced, 'pronounciation,' as in 'pronounce. www.dictionary.com/browse/pronunciation
Finally! I have read books and chapters of Behaviorism and could not understand the concept until I saw this video.
wrong books I would say if you could not understand this approach
Yuppie to some extent I can say this too
What a brilliant presentation! Thank you, Sharon, for making this video. I hope you continue lecturing in the coming days...
You are a thousand times better than reading the book or powerpoint. Thank you!
Thank you Sharon for your great presentation.
"...negative responses should receive negative reinforcement.." This is a common misunderstanding of Skinner's work and an easy one to fix. Positive and negative reinforcements are both a type of reward to increase the target behavior. What you want to say is that negative responses receive punishment, such as a mouse shocking himself when pressing a button.
Yes! I came to say this! To explain further, Positive and Negative should be thought of more as additive and subtractive, rather than pleasant and unpleasant.
Positive reinforcement is reward by presenting a nice thing, like a piece of candy or a praise. Negative reinforcement is reward by taking away something bad, like stopping the nagging or letting the student go to the bathroom and relieve herself of her discomfort.
Positive punishment is punishing by presenting a bad thing, like a rap across the knuckles or being told that they're incorrect (embarrassment is an uncomfortable feeling that some people get when they are told they're incorrect). Negative punishment is punishing by taking away a good thing, like their game system or their nice, comfy seat.
Thank you! Came to say the same thing.
Thank you for that clarification, came to the same conclusion
This was awesome. Thank you so much for creating this amazing piece
This is sooo helpful thank youuu. I didnt understand the book but your video shows simply how to understand it
Thank you for a very informative video. Clearly put together and very easy to follow. The great sketches help a lot. Thank you.
wow I never knew it clearly not even in my Bacherlor's degree, now i know. Thanks so much.
This is awesome thank you!!
This was the best video i've watched about this method thank you!!!
short, brief and clear ;)
Excellent you could use some of these theories in a CLA video if you ever wanted
Thank you so much for this video!!!!
Sharon's creation of this video was her choice of presenting one of the SLA theories in the SEI course, at the university. Nice job!
Great, thanks a million and fair play for your presentation!
Thank you this was concise and fun!
super, informative, accurate, I made notes on that, a plethora of notes about behaviorism and second language acquisition. It will help me with my studies on the course of Applied Linguistics.
at a university level
this video is very helpful to make me understand... Thank you, sir^^
simlpe and clear presentation
thank you 👍
thank you .I didn't understand the behaviorism ,now i saw the video and understand
Great presentation! Brilliant!
Your definition for negative reinforcement is incorrect. Negative reinforcement is removing an unwanted stimulus as a type of reward for desired behavior. You are thinking of punishment.
Yes. It's too bad that the word "negative' has to be part of it when reinforcement is the main objective toward an outcome.
Also, it's unfortunate that the word 'punishment' has acquired such negative status in the world.
I'm happy someone else had already pointed the needed correction out. :)
Thank you... Thank you... Thank you!!!!
What are the shortcomings of Behaviorism theory?
very useful, thank you a lot!
awesome video! thank you!
Q1: How did behaviourism affect second language teaching?
Q2: How was audio-lingualism criticized?
The practice of audio lingualism was abandoned as it didn't do a good job at actually "teaching" a language. The focus is on production and not on meaning, which is what the mind attempts to do every time its presented with unknown vocab. Students were expected to just repeat the sounds presented to them without focusing on actually understanding what they're saying. The concept of
its relally nice. ı wuld like to see the other methods videos too.
Wow . Great video. Thanks a lot
what a useful video!
excellent video!!! redemption came . thank you
Amazing! Thank you very much for sharing this information :)
great video!
Great explanation, very helpful
Excellent!! Very brief and informative. Thank you !!!
Thanks!
Wow this is awesome!!!!
According to Makiguchi's theory of value creation,if we can link a subject with its use in our daily lives,then we learn better.
sgi puppet
FWIW - At 3:05 Preferred is misspelled
oops - so was pronunciation
@@kevinjackson1370 Pronunciation was also mispronounced... lol
May i ask which software was used in the production of this video?
Probably "Videoscribe"
(E) SLA base on my understanding is about how we learn Language naturally (informal) without great (teachers, books,etc) like we learn our L1.
That's not entirely true. A large topic on SLA focuses on Cross-linguistic transfer (how our L1 affects our L2) and the majority of the studies were through the process of "structural learning". For example, Lado had a impact on the Behaviourist theory and his aim was to improve L2 teaching/ prepare teaching material
"The first language is maintained as the reference system in the aquisition of the second language"
very informative and simple ^^ thx a lot //// It is also effective when teaching beginners.
This is a great video, but I understand it probably took a lone time to make; thus, there is only 1.
Hi, what references do you use for this video? Thanks
References
Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. (pp. 19-31). Cambridge: Basil Blackwell.
Peregoy, S. F., and Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for teaching K-12 English Learners. Boston, MA: Pearson Education Inc.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. (pp. 50-61). New York: Cambridge University Press.
great job! Thanks alot :)
Thanks for this nice explainatio.
I took language classes under this method starting in 1966. It was boring, ineffective, and, mostly, a waste of time. It's a good example of theory overriding experience and common sense. It might not be completely useless, as it might help a bit with foreign language pronunciation. Unfortunately, the methods that preceded it and succeeded it (intensive grammar study) don't work well either.
what do you think works better? what approach do you prefer?
@@babackd.6485 I think that Stephen Krashen is mostly (but not completely) right. So, comprehensible input should make up the majority of time with communicative practice as well (speaking and writing but with the goal of really communicating). A certain amount of time spent on forms (examples of correct usage and common forms).
@@thedavidguy01 thanks for getting back to me. I'm trying to become a teacher and your first-hand experience of these methods is interesting to me. So overall, what has actually worked for you is mostly trying to comprehend and use the language in practical situations and scenarios, despite not understanding everything at that particular point in time, while correct form and pronunciation are introduced at a reasonable pace as well. Does this sums it up?
@@babackd.6485 Yes, that's a reasonable summary. There's a new book by Florencia Henshaw and Maris Hawkins that goes into detail of how to do this as a teacher.
@@thedavidguy01 Thanks, I'll check it out
brilliant
thank you! :)
It was greatttttttttt
Someone ought to tell the VB (verbal behavior) people who use Skinner's VB approach with children on the autism spectrum.
very helpful :)
Interesting, yet not so effective in SLA.
Can you explain further, I'd like to know why it isn't effective with SLA?
helpful
Hi Sharon, thanks for your hard work, it's very inspiring and enjoyable. May I have your email adress please? Look forward to discuss more with you. Hooray!
Appreciate it
In a nutshell, you teach an adult like a dog.
XD makes sense
Way too much info with too many visuals all at once. Hard to take it in.
I appreciate the video content, however I can't help being bothered by the misspelling and mispronunciation of the word 'pronunciation,' spelled and pronounced, 'pronounciation,' as in 'pronounce.
www.dictionary.com/browse/pronunciation
Je suis un cheval
great video!