behaviorism

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第1页共4页

行为主义理论论行为主义在初级英语口语中的实施

AsweallknowEnglish,astheworldlanguage,playsacrucial

eandmoreschoolpaysagreat

r,ourEnglishespecially,oralEnglish

rtofulfilltheaimofimprovingtheintercultural

communication,wetalkabouttheapplicationofbehaviorist

learningtheoryintheprimarystudents’with

goodbeginningishalfdone,soourstudyisfromtheprimaryschool.

Badonthebehavioristlearningtheory,werearchhowtoimprove

orismisapsychologythatfocuson

human"sobrvablebehaviors,andasrtsthatlearnerscanbe

oristsbelieve

thattherepetitionofstimulusresponprocesscanstrengthen

article,Iintroducesomewaysofapplyingthislearningtheoryto

practicaloralEnglishteaching,whichincludesrepetition,

inflection,replacement,restatementexpansion,construction,

transformationandrejoinder.

Behavioristsmaintainthathumanlearningcanbeexplainedby

givingthestimuli,reinforces,andpunishmentsthataperson

ingtobehaviorists,learnerscanacquirethe

knowledgebygivingreinforcementandpunishment,alongwithother

basicprinciplessuchasgeneralizationanddiscrimination,such

ore,ina

behavioristclassroomtheteachersshouldstatetheobjectivesand

rsshouldprovidestudentshints

thatareabletoencouragestudentstodoabehavior,andthenu

oristshold

thatstudentsshouldstartwithalower-levelskillandthen

ingtobehaviorists,

individuals,ratherthangroups,areresponsiblefortheirlearning.

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第2页共4页

Howtomakeapplicationofbehavioristlearningtheoryinthe

primaryoralclassroom?Firstly,let’slookattheproblems

existinginteachingandlearningofEnglishspeakinginprimary

hisunfailinglypopularinChinatoday.

Englishlisteningandspeakinghavebeenregardedasanimportant

r,the

isknownthatmanyChinestudentsregardEnglishspeakingasa

estudentsspeakEnglish,theyoftenfeel

verynervousandcannotexpressthemlvescorrectlybothin

llytheybecomereluctanttoopentheir

oimprovethelearners"speaking

abilityhaslongbeenatroublet`hingfortheEnglishteachers.

Iwillintroducehowtotrainstudents’speakingmethodsbadon

ingtobehavioristlearning

theory,oralEnglishteachingclassisaprocessthatteacher

providesstudentswithastimulustoelicitthenewpatternina

riesofspeakingdrillsuntilthestudentsisabletosaythe

lowingisacaadoptedtoexplain

howtograspantence.

First,studentsrepeattheknowledge

Forexample,thentence:

ts

payallattentiontorepeatthentencethereisadoginthegarden

untiltheycanmemorizethestructureandtheorderofthentence.

Afterastudenthasrepeatedanutterance,hemayaddafewwords

andtrytoexpandthentenceaslongandcomplexaspossible.

tance

thereisadoginthegarden.→Thereisadoginmyroom.→There

isadoginmyroomnow.→

repetitionmaysoonmakestudentsbored.

Second,theinflectionisnecessary

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第3页共4页

Inthisactivity,onewordhasdifferentformsindifferent

tsrepeatonewordinvariousutterancesappears.

Forexample，Ihaveabook.→Shehasabook,wehavetwobooks.

→Theyhavetwobooks.

Third,wecanuthereplacement

Inordertomasterantence,itisufulforstudentstoform

agoodhabitoftheusageofpronounsinsteadofusingthesameword

mple,Shebuysthebooksverycheaply.→

Shebuysthemverycheaply;Igivemyfatheragiftasabirthday

prent.→Igivemyfatheritasabirthdayprent.

Four,restatementisalsoplayacrucialroleforstudentsto

mastertheirnewlanguage

Thestudentsreadntencesandthenaddressittosomeoneel,

rsdesignthekindactivities

intoagroupworkaccordingtothestudents"interestandattention.

Forexample,Tometellhertolookafterhermother.→Lookafter

yourmother;askLiufangwhenweleaveBeijing.→Liufang,when

weleaveBeijing?

ThefollowingistheConstruction

thisdrill,insteadofexpandinganutterance,studentsare

suppodtomakeantenceshortthroughusingasinglewordto

mple,Wecandohomeworkin

thatclassroom.→Wecandohomework.

Thelastisthetransformation

Inthisactivity,studentstransformtheutterancebymaking

negativeorinterrogativeorthroughchangesinten,mood,voices,

aspect,mple,Heknowsherhometown.

Hedoesn"tknowherhometown.

Doesheknowherhometown?

Howdoesheknowherhometown?

Ifhehadknownherhometown...

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第4页共4页

Inthischapter,wemainlyfocusonbehaviorismandthe

behavioristperspectiveonlearningandonlanguagelearning.I

believethattherepetitionofstimulusresponprocesscan

etheycan

nwetalkabouthowtoapplythis

theoryintooralEnglishteaching.

【责编冯立伟】