Exploratory task 1.4

Match the following topics with English for General Purposes (EGP) or English for Specific Purposes (ESP)

There are three major ways to form the knowledge. Classical conditioning (Pavlov) forms the knowledge through rote learning and continuous reinforcement. Operant conditioning (Skinner, B.) trains the learners to use the knowledge in situations. Cognitive approach (Tolman, E.) teaches the learners to think using the language and to solve the problems (Cited from Roth, I. Ed. 1994. Introduction to Psychology. Volume 1. The Open University. P. 251-283. McLaughlin, B. 1987. Theories of Second Language Learning. London). Thus the major approaches to teaching and learning include behaviourism, mentalism and cognitivism (Hutchinson, T. and A. Waters. 1993. English for Specific Purposes. CUP. P. 39-48). Behaviourism stipulated that learning is a mechanical process of habit formation by means of the frequent reinforcement with the help of stimulus-response sequence (Pavlov, Skinner). Language input from the environment is thought to determine completely the language output by the language learner. Mentalism, represented by Chomsky, assaulted behaviourism. The idea was that language acquisition is rule-governed. The mind (Language Acquisition Device) does not simply respond to the stimulus. Instead, the mind works out the rules of language use in real world situations. As a result, the mind is capable to deal with an infinite range of communicative situations in the real world. Cognitivism (Ausubel) images the learner as an active processor of information. Learning takes place as the learner gains a problem-solving experience from what s/he sees, hears and feels. According to some scholars the major factor is the innate capacity for learning. They rely much on the learner autonomy and teacher-independence. Other researchers assign the major role to the teaching environment and learners depending on their teachers (Description of theories can be found in Larsen-Freeman, D. and M.Long. 1994. An Introduction to Second Language Acquisition Research. Longman: London, New York. P. 227-290). Learning theories are shown on the graph below.