Learning activity 1.4 english teaching practicum
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This document summarizes theories of how humans learn languages. It discusses behaviorist theories from Pavlov and Skinner, cognitive theories from Ausubel about meaningful vs rote learning, and constructivist theories from Rogers about empowering learners. It also outlines eight types of language learning, including signal, stimulus-response, and concept learning. Factors like transfer, interference, overgeneralization, inductive/deductive reasoning, aptitude, intelligence and methods like audiolingualism and total physical response are summarized in relation to second language acquisition. The conclusion states that comprehensible input at the right level is key to language learning.
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This document discusses issues related to second language acquisition from multiple perspectives. It examines the many factors that contribute to the complex process of learning a second language, including characteristics of both teachers and students. Additionally, it explores definitions and understandings of key concepts like language, learning, teaching and how linguists study language acquisition.
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This document discusses various theories of learning and types of learning. It covers:
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Hi, lifelong learners!
This presentation provides relevant information and views regarding cognitive code approach/learning.
The owners of the content, graphics, and visuals used were highly acknowledged and respected for their intellectual properties.
With this purpose, feel free to give feedback as it will help me find avenues for improvement. Godspeed!
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2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
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Second language acquisition as a chaotic/complex syestem
Second language acquisition as a chaotic/complex syestem
Hown humans learn in general and how they learn a foreign language
Hown humans learn in general and how they learn a foreign language
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The document discusses several theories of how humans learn languages. It outlines Ausubel's Meaningful Learning Theory which states that new knowledge is built on existing concepts. It also discusses Rogers' view that a supportive context is key to learning. The document then categorizes different types of language learning, including signal, stimulus-response, and concept learning. It analyzes factors like transfer, interference, aptitude, intelligence and methods that impact second language acquisition. Finally, it concludes the most effective way to acquire a language is through comprehensible input at the appropriate level for the learner.
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The document discusses various theories and aspects of first and second language acquisition. It covers:
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This document summarizes theories and concepts related to language acquisition and learning. It discusses:
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- Learning theories including behaviorist, cognitive, and constructivist perspectives.
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Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses concepts such as the difference between acquisition and learning, digital literacy vs traditional literacy, English as a foreign language vs English as a second language, the language acquisition device, multiple intelligences theory, phonics, the silent period, total physical response teaching, target language, mother tongue, the critical period, and the zone of proximal development. A variety of online resources on these topics are also listed.
Instrument of isaias
The document discusses several factors that affect language learning: attitude and motivation, intelligence, language learning strategies, self-confidence, personalities, gender, and age. It analyzes how a language class incorporated theories of constructivism and cognitivism by using activities inspired by students' prior knowledge and developmental stages. The class also applied the communicative approach by having students communicate in the target language. Several factors from the critical period hypothesis were observed in class, such as positive attitude, different intelligences and strategies, self-confidence, personalities, and similar ages of students. The input hypothesis was also applied through comprehensible input from the teacher.
Second Language Acquisition
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SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses concepts such as the difference between acquisition and learning, digital literacy vs traditional literacy, English as a foreign language (EFL) vs English as a second language (ESL), the Language Acquisition Device (LAD), Multiple Intelligences Theory, phonics, the silent period, Total Physical Response (TPR), target language, mother tongue, the Critical Period, and the Zone of Proximal Development (ZPD). Web links are also provided for additional information on some of the topics.
MAJOR-4-Irene.pptx
This document summarizes several theories of second language acquisition:
- The acquisition-learning distinction differentiates between subconscious language acquisition similar to a child's first language development, and conscious language learning through study of rules.
- The natural order hypothesis proposes that language rules are acquired in a predictable sequence, regardless of instruction or native language.
- The monitor hypothesis explains that acquired language initiates speech, while conscious learning acts as a "monitor" that can alter output.
- The input hypothesis argues that language is acquired through understanding messages that are slightly above one's current level.
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Learning activity 1.4 english teaching practicum
- 1. ENGLISH TEACHING PRACTICUM HOW HUMANS LEARN IN GENERAL AND HOW THEY LEARN A FOREIGN LANGUAGE TEACHER: MSC. ROCIO ORTEGA STUDENT: LORENA PRUNA
- 2. 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.
- 3. BEHAVIORISTI C 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” CONSTRUCTIVI ST (Rogers) • Fully functioning person • Learn how to learn • Community of learners • Empowerment
- 4. 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.
- 5. • 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.
- 6. 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.
- 7. 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
- 8. 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
- 9. 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.
- 10. • 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.
- 11. 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
- 12. 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
- 13. 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.
- 14. Methods of Learning 1.Audiolingualism 2. Suggestopedia 3. The silent way 4. Total physical response 5. The natural approach
- 15. 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