English Practicum. Activity 1.4

1. ENGLISH PRACTICUM
Chapter 4: Human Learning
Student: Roberto Alvear
Teacher: Magister Dolores Ortega
University:ESPE

2. Learning andTraining
• For Pavlov the learning process consisted of the formation of associations between
stimuli and reflexive responses. In the classical experiment he trained a dog, by
repeated occurrences, to associate the sound ofa tuning fork with salivation until
the dog acquired a conditioned response:
• Skinner called Pavlov´s work as responding conditioning. Operant behavíor is
behavíor in which one "operares" on the environment; within this model the
importance of stimuli is de-emphasized. For example we can’t determine what
makes a baby stand up.
• Operants are a class of responses. Crying, sitting down, walking, and batting a
baseball are operants. Respondents are sets of responses that are elicitedby
identifiable stimuli

3. Learning andTraining
• David Ausubel believes that learning takes place in the human organism
through a meaningful process of relating new events or items to already
existing cognitive concepts or propositions. He also tried to explain how
forgetting occurs.
• Carl Rogers believed that Learning how to learn is more important than
being taught something from the "superior" vantage point of a teacher who
unilaterally decides what shall be taught.

4. Types of Learning
• 1) Signal learning.The individual learns to make a general diffuse response to a
signal.This is the classical conditioned response of Pavlov
• 2) Stimulus-response learning.The learner acquires a precise response to a
discriminated stimulus (Skinner)
• 3) Chaining. A chain of two or more stimulus-response connections. (Skinner)
• 4)Verbal association. Is the learning of chains that are verbal
• 5) Multiple discrimination.The individual learns to make a number of different
identifying responses to many different stimuli

5. Types of Learning
• 6) Concept learning.The learner acquires the ability to make a common
response to a class of stimuli even though the individual members of that class
may differ
• 7) Principle learning. In simplest terms, a principle is a chain of two or more
concepts. It functions to organize behavior and experience. (Ausubel)
• 8) Problem solving. Is a kind of learning that requires the internal events
usually referred to as "thinking.“
• L2 learning process can be further efficiently categorized and sequenced in
cognitive terms by the eight types of learning.

6. Transfer, interference and overgeneralization
• Transfer is a general term describing the carryover of previous performance
or knowledge to subsequent learning. Positive transfer occurs when the
prior knowledge benefits the learning task. Negative transfer happens when
the previous knowledge affects the learning process.
• Interference happens when previously learned material interferes with
subsequent material.
• Overgeneralization ocurrs when you generalize a particular rule or item in
the second language

7. Inductive and Deductive Reasoning
• Inductive reasoning stores a number of specific instances and induces a general law
or rule or conclusion that governs or subsumes the specific instances.
• Deductive reasoning is a movement from a generalization to specific instances.
• Classroom learning tends to relay more than it should on deductive reasoning.
• Both inductively and deductively oriented teaching methods can be effective

8. Aptitude and Intelligence
• Some evidence shows that some people are indeed able to learn languages faster
and more efficiently than others. (Aptitude)
• Two traditional tests for aptitude. MLAT (Modern Language AptitudeTest) and
PLAB (Pimsleur LanguageAptitude Battery).
• IQ (Intelligence Quotient) has been measured in terms of linguistic and logical-
mathematical abilities
• . Gardner described seven different forms of knowing which, in his view, provide a
much more comprehensive picture of intelligence, they go beyond the two terms
used to measure IQ

9. Gardner’s 7Ways of Knowing
• 1. Linguistic
• 2. Logical-mathematical
• 3. Spatial (the ability to find one's way around an environment, to form mental
images of reality, and to transform them readily)
• 4. Musical (the ability to perceive and create pitch and rhythmic patterns)
• 5. Bodily-kinesthetic (fine motor movement, athletic prowess)
• 6. Interpersonal (the ability to understand others, how they feel,
• what motivates them, how they interact with one another)
• 7. Intrapersonal intelligence (the ability to see oneself, to develop a sense of self-
identity)

10. The "Designer" Methods of the 1970s
• Audiolinguism began to wane when Chomskyan revolution in linguistics
showed the deep structure of language.
• These new methods were considered as innovative and revolutionary.

11. Community Language Learning
• Charles Curran (1972) was inspired by Carl Rogers's view of education in which stu-
dents and teacher join together to facilitate learning in a context of valuing and
prizing each individual in the group.
• Curran's model of education was extended to language learning contexts in the
form of Community language learning (CLL)
• There are some practical and theoretical problems with CLL.The counselor-
teacher can become too nondirective.
• The success of CLL depends largely on the translation expertise of the counselor

12. Suggestopedia
• It was another educational innovation that promised great results if we
would simply use our brain power.
• In applications of Suggestopedia to foreign language learning, Lozanov and
his followers experimented with the presentation of vocabulary, readings,
dialogs, role-plays, drama, and a variety of other typical classroom
activities.
• Some issues that teachers faced where music and comfortable chairs were
not available

13. The SilentWay
• 1. Learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learned.
• 2. Learning is facilitated by accompanying (mediating) physical objects.
• 3. Learning is facilitated by problem solving involving the material to be
learned

14. Total Physical Response
• Total Physical Response (TPR) method was developed by James Asher
• TheTPR classroom, was one in which students did a great deal of listening
and acting.
• The teacher was very directive in orchestrating a performance
• Like other methods, it had its limitations

15. The Natural Approach
• It was aimed at the goal of basic interpersonal communication ski 115, that
is, everyday language situations conversations, shopping, listening to the
radio, etc.
• One controversial aspect was the silent period, during which not all students
felt comfortable.
• Sometimes we insist that students speak much too soon, thereby raising
anxiety and lessening the possibility of further risk-taking as the learner
tries to progress

16. THANKYOU!!!
• Bibliography:
Principles of Language Learning, 4th Edition
H. Douglas Brown
(2000) Pearson