learning activity 1.4 english teaching practicum
TRANSCRIPT
ENGLISH TEACHING PRACTICUM
HOW HUMANS LEARN IN GENERAL AND HOW THEY LEARN A FOREIGN LANGUAGE
TEACHER: MSC. ROCIO ORTEGA
STUDENT: LORENA PRUNA
HUMAN LEARNING
INTRODUCTION: The cognitive domain of humans behavior is of key importance in the acquisition of both: a first and a second language.
* The processes of perceiving, attending, storing and recalling are central to the task of internalizing a language.
BEHAVIORISTIC
Classical
Operant
(Pavlov) * Respondent conditioning
*
(Skinner) *Govermed by consequences
*Emitted Response
* R-->S( reward)*No punishment*Programmed Instruction
COGNITIVE
(Ausubel) * Meaningful= powerful*Rote= Weak* Subsumption
• Association• Systematic forgeting • Cogntive”Pruning”
CONSTRUCTIVIST
(Rogers)• Fully functioning person• Learn how to learn • Community of learners • Empowerment
THEORIES OF LEARNING:
• AUSUBEL´S MEANINGFUL LEARNING THEORY
• Ausubel also stresses the importance of reception rather than
discovery learning, and meaningful rather than rote learning.
• Ausubel's believes that learning of new knowledge relies on
what is already known. That is, construction of knowledge
begins with our observation and recognition of events and
objects through concepts we already have. We learn by
constructing a network of concepts and adding to them.
ROGER`S HUMANISTIC PSYCHOLOGY
• Roger is not as concerned about the actual cognitive process
of learning because he feels if the context for learning is
properly created, then human beings will, in fact, learn
everything they need to.
TYPES OF LEARNING
• 1. Signal learning
• 2. Stimulus-Response
learning
• 3. chaining
• 4. Verbal asociation
• 5. Multiple Descrimination
• 6. Concept learning
• 7.Principle learning
• 8. Problem solving
SECONG LANGUAGE LEARNING
*The Second Language learning in general occurs in the total language process that can be further efficiently categorized and sequenced in cognitive terms by means of the eight types of learning
TRANSFER, INTERFERENCE AND OVERGENERALIZATION
• Transfer: It has to do with the carryover of previous knowledge
to subsequent learning. Ex: positive and negative transfer
• Interference: A previous ítem is incorrectly transfered or
associated with an ítem to be learned
• Overgeneralization: Meaningful learning is generalization. It is
a process this occurs as the second language learner acts
within the target language, generalizing a particular rule or
item in the second language.
• Overgeneralization: Meaningful learning is generalization. It is
a process thas occurs as the second language learner acts
within the target language, generalizing a particular rule or
item in the second language.
INDUCTIVE AND DEDUCTIVE REASONING
• Inductive reasoning: one stores a number of specific instances
and induces a general law that governs the specific instances.
• Deductive reasoning: is a movement from a generalization to
specific instances.
Classroom learning tends to rely more tan it should in
deductive reasoning
Aptitude and Intelligence
• Aptitude: some people have a better aptitude to learn a second language. Risk-taking, behavior, memory efficiency, intelligent guessing, and ambiguity tolerance are some aptitudes cited.
• Intelligence: according you Howard Gardner (1983) there are seven forms of intelligence:• 1. Linguistic
• 2. Loggia-mathematical• 3. Spatial
• 4. Musical • Bodily-kinesthetic• 6. Interpersonal
• 7. Intrapersonal
According to Robert Sternberg
• There are three types of smartness:
1. componantial ability for analytical thinking.
2. Experiential ability to engage in creative thinking, combining disparate experiences in insightful ways.
3. Contextual ability: “Street smartness” that enables people to “play the game” of manipulating their environment.
Methods of Learning
1.Audiolingualism
2. Suggestopedia
3. The silent way
4. Total physical response
5. The natural approach
Conclusion
We acquire language when the comprehensible input is at the right level for the learner. Comprehensible input is the exposure to interesting and understandable listening and reading material. We acquire language when we understand messages