As we have seen, investigations made progression. The Skinner (1968, pp.1-8) stated that learning needs to be
approaches seem to tend into two directions - trained in the same way as muscles are trained, i.e. all
behaviouristic or cognitively undermined. Concerning our learning behaviour has to be trained frequently through
first question from the beginning we can conclude that repetition, drill and rote learning to reach positive effects.
there seems to be no `true approach which teachers As all the other approaches named before, Skinners
can believe and thus follow the concerning methods, up theory should bring a change into the classrooms to
to this point. Progression took place because existing improve learning. He constituted the importance of
theories were never fully satisfying, but neither are the learning by doing, and wants students to be an active
latest ones. Some theories about L2 learning have gone part in the lesson. Skinner found three variables to
in a complete circle with behaviouristic approaches at compose contingencies of reinforcement under which
the forefront again. This raises the original question of learning takes place: (1) an occasion upon which
whether there is a true approach. We can determine behaviour occurs, (2) the behaviour itself, and (3) the
that no single true method has been found at the consequences of the behaviour. (Skinner, 1968, p.4)
present time. This means that whenever students are stimulated
somehow they will response. Depending on the
3. B. F. Skinner his theory on learning consequence of the response, i.e. positive or negative
reinforcement, they are likely to repeat this behaviour.
In most of the literature concerning the topic of SLA, Skinner put his main emphasis on these consequences
discussions of the behaviouristic approach are only brief and not only on the stimuli as it is often described. This
because most of its content is not incorporated in todays is called the operant conditioning and within this model
the importance of stimuli is deemphasized. (Brown, Mediumuse 15 Mar / punishment effects
1994, p. 77) In Skinners opinion, positive reinforcement positively to increase learning. 3.56 1.459
is the motor of teaching and hence learning. I.e., the Highuse 16 Mar / Punishment helps in
stimulus that leads somebody to respond cannot always performance. 3.90 1.268 Highuse 17 Teacher
should be a strict personality. 3.62 1.329
be identified and therefore the consequence is the
Highuse 18 Punishment helps in completing
stimulus. (Brown, 1994, p.77) Thorndikes Law of Effect
home work in time. Corporal punishment is
also emphasizes the importance of reinforcing the required for effective learning English
learners responses by rewarding target-like responses language. 3.44 1.616 Mediumuse 20 Teacher
and correcting non-target-like ones.(Ellis, 1995, p.299) accepts your mistakes in English expression.
3.81 1.230 Highuse 21 Corporal punishment
As Brown (1994, p.77) put it, Skinner believed in the provides ample practice to students for
power of the reinforcement because positive learning English language. 3.57 1.387
reinforcement strengthens the behaviour and makes it Highuse 22 You feel embarrassed in this
more likely to occur again. For that reason Skinner atmosphere. 3.64 1.387 Highuse 23 You are
(1968, pp. 13-30) criticized classrooms of those days in satisfied this policy of Mar NehPayar. 3.90
so far that children often only acted to avoid punishment 1.437 Highuse 24 Corporal punishment
because there was little reinforcement given by fulfills the requirement of learning English
teachers. Reinforcement has to be given immediately language. You participate actively in the
class. 4.54 .702 Highuse 26 You consider
but in many cases, the childs response and the
English is a tool for better job. 4.45 .894
teachers reinforcement are intervened by time
Highuse 27 You are confident, to express
constraints. Another critical point concerning Skinner is yourself in speaking English. 4.00 1.141
that certain stimuli will never receive a response from the Highuse 28 Teacher should tolerate the
students, but they will end in anxiety, a feeling of guilt mistakes. 3.82 1.210 Mediumuse 29 Teacher
and fear because the student has experienced negative should create pleasant environment in
consequences once. This may lead to students who will teaching. 4.41 .829 Highuse 30 You feel
not speak in L2 classrooms, e.g., and thus thy will not be punishment creates anxiety. Participants
able to learn anymore because they are not acting. A responses favored the statement that
very slight reinforcement may be tremendously effective payar/love serves as motivational force in
in controlling behaviour if it is wisely used. (Skinner, learning English language. In this regard, the
1968, p.20) results of the present study in learning
English language favor three important
I prefer to learn with motivation. 4.57 .736 factors. In which motivation, self-confidence,
Highuse 2 Teacher should be a kind. 4.53 . and anxiety are the factors which help the
711 Highuse 3 Teacher should use audio learner in learning English language. Krashan
visual aids. 4.47 .800 Highuse 4 Self- (1981) refers that we may correct ourselves
motivation is helpful in learning English when we communicate. According to the
language. 4.50 .702 Mediumuse 5 English nature of the English language, it needs
language is important. 4.61 .684 Highuse 6 practical atmosphere of learning. User uses
English learning is necessary for your future. target language without any stress. Clark
Friendly atmosphere increase learning 4.34 . derives theory and expectancy theory of
975 Highuse 8 Motivation/love in learning Vroom (1994) seconds the participants
English leads student to work 4.39 .903 responses. As Curran (1972) said that, learn
Highuse 9 Complete your home work in this a language in the class room like a counselor
environment of kindness 4.18 .860 Highuse and client relationship. CLL teaching method
10 Teacher should create awareness by favors this research question in learning
storytelling and jokes. 4.17 .947 Highuse 11 English language. Actually all the factors
You love to spend more time with your which are involving in this question are
English teacher. 4.19 1.079 Highuse 12 motivational techniques to enhance the
Teacher should create the atmosphere of process in learning English language.
love. Fear of punishment gives better results Learners attitude with the help of their tools
in learning English language. 3.73 1.423 gives better result in learning English
Highuse 14 Punishment teaching technique language. However, one cannot negate its
is useful for building confidence. 3.27 1.690 effects varies from person to person. It
depends on the instructor to plan these
forces in such a way that learner accept work until understand the consequences.
these motivation tools without inhibition. In Some type of anxiety is very important for
teaching methods and approaches, there is a work. In the beginning child adopts it in
capacity to add these two important behavior then it reinforces his drives for
motivational tools for getting the desired getting the objectives. Reward in sense of
objectives. It is a human nature that cannot payar enhances self-esteem in the learner