If by behaviorism you mean the stimulus-response concepts, I must say that the considerations of what are the probable answers (responses) to the teacher's questions (stimuli) are a main part of the planning of the flow of a lesson. Knowing what the probable answers are for one's wuestions are a crucial basis for the planning of the direction that you may wish to take the students. This is particularly important when dealing with information as a matter of recall and comprehension, atthose levels of what is known as Bloom's taxonomy for the hierarchy of learning. At the uupper levels, Analysis, Synthesis, and Evaluation, you may need other strategies beyon stimulus-response, but in the planning of the lesson behaviorism as defined here is very important.
Behaviourism focuses on actions as habits. Audiolingual teaching of language is meant to develop speaking habits by repeating sentence patterns over and over. Another approach, sometimes referred to as a cognitive approach, focuses more on understanding the mechanism of the grammar. Behaviourism has been tried and discredited as a theory to language teaching and learning.
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