Design a power point presentation of 15 slides to explain how humans learn in general and how they learn a foreign language

1. ENGLISH TEACHING PRACTICUM
TEACHER: MSC.ROCIO ORTEGA
STUDENT: VERÓNICA MORENO

2. The cognitive domain of human behavior is of key
importance in the acquisition of both a first and a
second language.
HOW HUMANS LEARN IN GENERAL AND HOW THEY LEARN A
FOREIGN LANGUAGE
In order for human beings to acquire a second language, teachers must first have
an integral knowledge of the input behavior of a student, of the objectives that
must be achieved, of possible methods that follow from your understanding of
the first two factors, and of an evaluation procedure.

3. PAVLOV'S CLASSICAL BEHAVIORISM
CLASSICALPARLOV’S= Respondent
conditioning
SKINNER OPERANT BEHAVIOURISM
(SKINNER)= Govermed by consequences,
emitted response, no punishment,
programmed instructions.
OPERANT
AUSUBEL'S
MEANINGFUL
LEARNING
THEORY
Meaningful= powerful
Rote=Weak
Subsumption, association,systematic forgeting,
cognitive “Pruning”
CONSTRUCTIVIST
COGNITIVE
ROGERS'S
HUMANISTIC
PSYCHOLOGY
Fully functioning person.
Learn how to learn
Community of learners
Empowerment.

4. • THEORIES OF LEARNING
• PAVLOV'S CLASSICAL BEHAVIORISM
For Ivan Pavlov the learning process
consisted of the formation of
associations between stimulus and
reflexive responses.
He adopted classical conditioning theory as the explanation for all learning:
by the process of conditioning, we build an array of stimulus-response
connections, and more complex behaviors are learned by building up series
or chains of responses.

5. • SKINNER OPERANT BEHAVIOURISM
He added a unique dimensión to
behavioristic psychology.The classical
conditioning of Pavlov was, according to
Skinner, a highly specialized form of
learning utilized mainly by animals and
playing little part in human condítioning.
Skinner called Pavlovian conditioning.
According to Skinner, the events or
stimuli the reinforcers that follow a
response and that tend to strengthen
behavior or increase the probability of
a recurrence of that response
constitute a powerful force in the
control of human behavior.

6. • AUSUBEL'S MEANINGFUL LEARNING THEORY
The cognitive theory of learning as put forth by Ausubel
is perhaps best understood by contrasting rote learning
and meaningful learning.
Ausubel also stresses the importance of
reception rather than Discovery
learning, and meaningful rather than
rote learning.

7. • ROGERS'S HUMANISTIC PSYCHOLOGY
Carl Rogers is not traditionally thought of as a "learning“
psychologist, yet he and his colleagues and followers
have had a significant impact on our present
understanding of learning.
Rogers's humanistic psychology has more of an affective focus than a
cognitive one.
Rogers and Vygotsky (1978) share sorne views in common in their
highlighting of the social and interactive nature of learning.

8. • ACCORDING TO THE ROBERT STERNBERG
THERE ARE THREE TYPES OF SMARTNESS :
1.COMPONANTIAL ABILITY for analytical
thinking.
2.EXPERIMENTAL 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.

9. • TYPES OF LEARNING
Types of learning from simple signal learning to
problem a solving. Gagné (1965:58-59) identified
eight types of learning
1. Signal learning. The individual
learns to make a general diffuse
response to a signal.
2. Stimulus-response learning. The
learner acquires a precise response
to a discriminated stimulus.
3. Chaining. What is
acquired is a chain of
two or more stimulus-
response connections.
4. Verbal association.
Verbal association is the
learníng of chains that
are verbal.
5. Multiple discrimination.The individual
learns to make a number of different
identifying responses to many different
stimuli, which may resemble each other
in physical appearance to a greater or
lesser degree.
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
differwidely from each other.
7. Principie learning.In simples
terms,a principie is a chain of
two or more concepts.
8. Problem solving.Problem solving
is a kind of learning that requires
the internal Events usually referred
to as "thinking."

10. • TRANSFER, INTERFERENCE, AND
OVERGENERALIZATION.
TRANSFER: It has to do with the carryover of previosus
knowdlegde to subsequent learning for example: possitive
and negative transfer
INTERFERENCE: A previous item is incorrectly
transferred or associated with an item 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 item
in the second language.

11. INDUCTIVE AND DEDUCTIVE REASONING
Inductive and deductive reasoning are two polar aspects of the generalization process.
Inductive reasoning, one 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: specific
subsumed facts are inferred or
deduced from a general
principle.

12. • APTITUTE AND INTELLIGENCE
Some people are indeed able to
learn languages faster and more
efficiently than others.
APTITUTE
Some people have a better
aptitude to learn a second
language. Risk-taking,
behaviour, memory efficiency,
intelligent guessing, and
ambiguity tolerance are some
aptitudes cited.
INTELLIGENCE
Defined and measured in terms of
linguistic and logical-mathematical
abilities.

13.  AUDIOLINGUALISM
 SUGGESTOPEDIA
 THE SILENT WAY
 TOTAL PHYSICAL RESPONSE
 THE NATURAL APPROACH
• METHODS OF LEARNING

14. TOPICS AND QUESTIONS FOR STUDY AND DISCUSSION
1. Their class should be divided into four groups
2. The results of the four groups’ findings can be presented to the rest of the class in a
"debate"
3. Tease apart the distinction between elicited and emitted responses.
4. Skinner felt that punishment, or negative reinforcement, was just another way of calling
attention to undesired behavior and therefore should be avoided.
5. List some activities you consider to be rote and others that are meaningful in foreign
language classes you have taken.
6. In pairs, quickly brainstorm some examples of “cognitive pruning"
7. Ausubel, and Rogers represent quite different points of view at least they focus on different
facets of human learning.
8. Compare your group’s suggestions with those of other groups.
9. The class should be divided into at least seven groups or pairs. To each group/pair, assign
one of Gardner's seven multiple intelligences.

15. • CONCLUSION :
Learning a second language, is a lot of effort and dedication, I think
that an adult has difficulty learning a language, but it is not impossible
because it has much more developed skills than children. children learn
much faster when they are in an environment that helps them develop
a second language, there are some studies like the ones we saw that it
also depends a lot on the behavior they have in a class, and also on the
methodology that a teacher takes during a class and effort, love
tolerance that they have.