videncing a deep concern for the real-life situations the learners are to meet. Culture is in a central position. Humanistic and Psychosuggestive Psychology have given us such methods as Value-Clarification and Problem-Posing (Galyean, Freire), Suggestopedia (Lozanov), and Counseling Learning Community Language Learning (Curran).
The Behavioral Approach took off in an era steeped in materialistic and mechanistic philosophies. The birth of Programmed Instruction and Computer-Assisted Instruction gave behavioral vehicles to education and training. Little, if any, differentiation was made between education and training. What had worked with Pavlov's salivating dogs ought to work for conditioned humans. What was good for Skinner's pigeons had to be good for people. Every action led to a reaction. Discrete behaviors could be modeled and modified predictively.
Pedagogically, audio-lingual methods based on drills and mimicry, on stimuli/responses operant conditioning, met the tenets of Behaviorism. People's behaviors, like those of caged dogs and pigeons, could be created and modified in vacuo, i.e. without serious consideration for the external and internal environments, for sociocultural and idiosyncratic constraints and contributions. The Behavioral Approach is characterized by ?systematic analysis and learning of discrete linguistic components rather than holistic apprehension
? presentation of specific stimuli with a view to learning of specific responses
? lack of introspection and affective variables in the learning process, i.e. learning rather than acquiring
? the teacher as the major source of information
? drill as a method of learning linguistic patterns and vocabulary, rather than contextualized interpersonal experience
? instrumental learning, i.e. operant conditioning--a form of conditioning in which reinforcement is contingent upon the occurrence of the response
? generally, behavi...