habit formation language teaching theories

1. THEORIES
IN LANGUAGE LEARNING
ENGLISH IN EDUCATION

2. HABIT FORMATION
Presentation title 2
• Habit formation was defined as the "production of linguistics
responses to stimuli by imitation and repetition in pattern drill"
(Rivers, 2001).
• Habit is a pattern of behavior that is regular and which has become
almost automatic as a result of repetition.

3. HOW ARE HABBITS FORMED?
• Habit formation is the process by which a behavior,
through regular repetition, becomes automatic or
habitual.
• This is modelled as an increase in automaticity with
number of repetitions. This process of habit formation can
be slow.
Presentation title 3

4. • Some perceptions:
New language should always be dealt with in the
sequence
Hear Speak Read Write
• Frequent repetition is essential to effective learning
• All errors must be immediately corrected
• The basic technique of a behaviorist methodology is
pattern practice.

5. Piaget’s Theory on Language Learning

6. What is Piaget's theory of language development?
Presentation title 6
• Piaget's theory describes the mental structures or “schemas” of children as they
develop from infants to adults.
• Piaget's theory purports that children's language reflects the development of their
logical thinking and reasoning skills in "periods" or stages, with each period having a
specific name and age reference.
• Jean Piaget's theory of cognitive development suggests that children move through
four different stages of mental development. His theory focuses not only on
understanding how children acquire knowledge, but also on understanding the
nature of intelligence.

7. • Several factors influence the orderly presentation of language to
students: the nature of the student’s language as compared to English,
the age of the student, his cultural background, and his previous
experience with English modify the method employed.
• Jean Piaget based his theory on the idea that children do not think like
adults.
• He concluded that through their interactions with their environment,
children actively construct their own understanding of the world.

8. Four Stages of Piaget’s theory
Presentation title 8
Piaget separates the language acquisition into four stages:
1. Sensory-motor stage
2. Preoperational stage
3. The concrete operational stage
4. The formal operational stage

9. Sensory-motor Stage
age: Birth - 2 years old
• The emphasis on movement and physical reactions.
Language skills are basically physical. In the process the
baby hears its parents and learn how to imitate sounds
• He described the sensory-motor period (from birth to 2
years) as the time when children use action schemas to
"assimilate" information about the world.
Example:
Opening their fingers, weaving their legs

10. The Preoperational Stage
Age: 2 – 7 years old
• The defining feature is egocentricity. He/she shows no awareness of the
possibility that others have a view point of their own. The child describe
what he is doing even though you can see what he is doing.
• Piaget observed that during this period (between the ages of 2 and 7
years), children’s language makes rapid progress.
• Piaget's theory describes children’s language as “symbolic,” allowing
them to venture beyond the “here and now” and to talk about such
things as the past, the future, people, feelings and events.

11. The concrete Operational stage
Age: 7 – 12 years old
• Capable of using logic.
• According to Piaget, children’s language development at this
stage reveals the movement of their thinking from immature
to mature and from illogical to logical.
• It is at this point that children's language starts to become
"socialized," showing characteristics such as questions,
answers, criticisms and commands.

12. The formal operational stage
Age: Starts at 12 years old at the earliest
• Abstract reason and mental distinction between someone’s
self and an idea he/she is considering. They can use
language to express and debate abstract theoretical
concepts.
• Example:
Explaining complex concepts as time, emotions, and
consciousness in depth.

13. Vygotsky theory of language learning

14. Vygotsky’s Theory of Language learning
Presentation title 14
• Language is a social context that is developed through social interactions.
• According to Lev Vygotsky, language acquisition involves not only a child’s
exposure to words, but also an independent process of growth between
thought and language.
• Vygotsky influential theory of the “Zone of Proximal Development”
asserts that teachers should consider a child prospective learning power
before trying to expand the child’s grasp of learning.

15. • The zone of proximal development (sometimes abbreviated
ZPD), is the difference between what a learner can do without
help and what he or she can do with help.
• Vygotsky theory of language is based on constructivist learning
theory, which contends that children acquire knowledge as a
result of engaging in social experiences.
• “Through social and interactions, older or more experience
members of community teach younger and less experience
members of the community”.

16. BURNER’S THEORY

17. Discovery Learning Theory
• Bruner (1960) developed the concept of Discovery Learning – arguing
that students should “not be presented with the subject matter in its final
form, but rather are required to organize it themselves to discover for
themselves relationships that exist among items of information”.
• Bruner believed that the most effective way to develop a coding system is
to discover it rather than being told by the teacher.
• The concept of discovery learning implies that students construct their
own knowledge for themselves (also known as a constructivist approach).
Presentation title 17

18. • The role of the teacher should not be to teach information by rote learning, but
instead to facilitate the learning process.
• To do this a teacher must give students the information they need, but without
organizing for them.
Example:
The instinctive response of a teacher to the task of helping a primary-school child
understand the concept of odd and even numbers, for instance, would be to
explain the difference to them.
However, Bruner would argue that understanding of this concept would be much
more genuine if the child discovered the difference for themselves; for instance,
by playing a game in which they had to share various numbers of beads fairly
between themselves and their friend.
Presentation title 18

19. KRASHEN’S THEORY

20. STEPHEN KRASHEN’S
LANGUAGE ACQUISITION
THEORY
This theory states that acquisition and learning are two separate
processes. Learning is to know about a language - formal knowledge;
acquisition is the unconscious mind related activity that occurs when
the language is used in conversation.

21. • The Acquisition – Learning Distinction
Acquisition
Sub-conscious
by environment
(Ex: games,
Movies, radio)
Picking up words
Learning
Conscious by
instructors
Correct errors
Knowing about
Grammar rules
SLA

22. AUSUBEL’S THEORY

23. Learning Theory
• 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.
Presentation title 23

24. Meaningful Learning Theory
• Ausebel’s theory also focuses on meaningful learning. According to his theory, to learn
meaningfully, individuals must relate new knowledge to relevant concepts they already
know.
• New knowledge must interact with the learner’s knowledge structure. Meaningful
learning can be contrasted with rote learning. he believed in the idea of meaningful
learning as opposed to rote memorization. Rote memorization can also incorporate new
information into the pre-existing knowledge structure but without interaction.
• Rote memory is used to recall sequences of objects, such as phone numbers. However, it
is of no use to the learner in understanding the relationships between the objects.
Presentation title 24

25. THANK YOU