English Teaching Practicum

1. English Teaching Practicum
STUDENT:
VIOLETA BURGASÍ
How humans learn in general and how they
learn a foreign language
NRC 2023
TEACHER:
DOLORES DEL ROCÍO ORTEGA

2. HUMAN LEARNING
Steps about How human beings learn
1. Specify entry behavior.
2. Formulate explicity
3. Devise some methods of training.
4. Sort of evaluation procedure.
Learning and Training

3. PAVLOV’S CLASSICAL BEHAVIORISM
Ivan
Pavlov
Classical conditioning
Russian Psychologist
Associations
between
stimuli
Reflexive
responses

4. SKINNER’S OPERANT CONDITIONING
Behavior thats elicited by
preceding stimuls
Behavior of Organism neobehaviorist Unique dimension to
behavioristic psychology.
Operant
behavior
One “operates” on the
environment within this
model.
The importance of stimuli
is deemphasized.
OPERANTS:
- Crying
- Sitting down
- Walking
- - baseball
Sets of responses that
are emitted and
governed by the
consequences they
produce.

5. AUSUBEL’S SUBSUMPTION THEORY
Learning take place
in the human
organism
throgh
A meaningful
process of relating
new events or items.
The acquisition of:
- New meanings
(knowledge)
- - retention
- - psychological
organization.
Hierarchical
structure

6. ROTE VS MEANINGFUL LEARNING
Cognitive
theory
Rote learning
Meaningful
learning
Subsumption
Process of relating and
anchoring new material
to
Established entires in
cognitive structure.
Mental storage of items.
Little or no association
with existing cognitive
structure.

7. BEHAVIORISTIC COGNITIVE CONSTRUCTIVIST
Classical Operant
Pavlov Skinner Ausubel Rogers
- Respondent
conditioning
- Elicited responce
S→R
- Governed by
consequences
- Emmited
response
R→S (reward)
- NO punishment
Programed
instruction
Meaningful= Powerful
Rote=weak
Subsumption
Association
Systematic forgetting
Cognitive “pruning”
- Fully functioning
person
- Learn how to
learn
- Community of
learners
- Empowerment
THEORIES OF LEARNING

8. TYPES OF LEARNING
• Human being learn learns to make a diffuse responde to a
signal.
• Classical response of Pavlov.
1. Signal learning
• Learner acquires a response to a discriminate stimuls.
• Instrumental response.
2. Stimuls-response
learning
• What is acquired is two or more stimuls-response
connections.
• By Skinner
3. Chaining
• Learning of chains that are verbal.
• Motor chains.
4. Verbal
association

9. TYPES OF LEARNING
• Although the learning of each stimuls –response
connection is a simple occurrence.
• The connections tend to interfere with one another.
5. Multiple
discrimination
• Learner is able to make a response that identifies an entire
class of object of events. .
6. Concept
learning
• A principe is a chain of two or more concepts.
7. Principle
learning
• Kind of learning that requires internal events usually
referred to as “thinking” .
8. Problem
solving

10. SECOND LANGUAGE LEARNING
• Ocurrs in the total language process.
• Responde of some kind (emotionsl, cognitive, verbal or non
verbal) to language.
1. Signal learning
• Through a process of conditioning, trial and error, the
learner makes closer and closer approximations to a native
pronuntiation.
2. Stimuls-response
learning
• Chaining appears in acquisition of phonological sequences
and syntactic patterns.3. Chaining
• Gagne’s distinction between verbal and nonverbal chains.
4. Verbal
association

11. SECOND LANGUAGE LEARNING
•These are necessary in second language learning.
•A word has to take on several meanings
•A rule in the native language is reshaped to fit a SL context.
5. Multiple
discrimination
•Language and congnition are inextricably interrelated.
•Rules of syntax and conversation are linguistic concepts that
have to be acquired.
6. Concept
learning
•Rules are not isolated in rote memory.
•Extension about formation os a linguistic system.
7. Principle
learning
•Solutions to the problems involve the creative interaction with
previous information and knowledge in order to correctly
determine the meaning of word.
8. Problem
solving

12. TRANSFER
Positive transfer Negative
transfer
Transfer of knowledge prior to
subsequent learning.
Prior knowledge benefits the
learning task.
Past or previous performance
interrupts the performance of
the second task.

13. Interference
It Is when a previous item is incorrectly
transferred or incorrectly associated
with a item to be learned
He will use
whatever previous
experience he or
she has had with
language to
facilitate the
second language
learning process
EXAMPLE:

14. Overgeneralization
• Independently of the native
language the apprentices will
generalize a particular rule in the
second language.
• Occurs when the second language
learners acts within the target
language.