Universidad Técnica Particular de Loja Inglés Psychology and Language Learning I Bimestre Abril - Agosto 2007 Ponente: Lic. Gina Camacho

1. ESCUELA : PONENTE : BIMESTRE : PSYCHOLOGY AND LANGUAGE LEARNING CICLO : INGL É S I BIMESTRE Lic. Gina Camacho ABRIL – AGOSTO 2007

4. Chapter 1 traces some of the trends and issues emerging from the general educational fields that have had an important influence on the current state of SLTL. This chapter serves as a reminder that the philosophy and principles of second language education are rooted firmly in the field of general education. As language teachers, we are a branch on a much larger tree, and our professional lives will be immeasurably enriched if we are knowledgeable about the rest of the tree.

5. Experiential learning builds a bridge from the known to the new by taking the learner’s perceptions and experiences as the point of departure for the learning process. Traditional model: Behaviorism Experiential Model: Constructuvism Transmition of knowledge Transforamtion of knowledge Professionalism as individual autonomy Collaborative professionalism Application problem solving Identification of problems Knowledge of facts, concepts and skills, focus on content and product Emphasis on process, learning skills, and social skills Teacher-structure learning Emphasis on learner, self-directed learning. Mainly extrinsic Mainly intrinsic

7. In CLT, students practice real-life situations, for example, buying food at the market or asking someone for directions. In these exercises, the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar. In CLT, students practice everyday situations that involve communication, such as asking someone for the time. In CLT, students learn about language in social contexts, such as the difference between speaking with an elder and a peer.

9. CONCEPT MAP OF CHAPTER 1 THE CONCEPTUAL BASIS OF SLTL Task-based language teaching Negotiated curricula Learner-centered education The humanistic tradition CLT

11. 2. Theoretical Approaches to Explaining SLL Behaviorism Language is the result of imitation, practice, feedback on sucess, and habit formation. Innatism Chomsky : Language develops in the child in the same way that other biological functions develop. Connectionism According to it children are born with a special ability to discover for themselves the underlying rules of a language system. Interactionist Language develops as a result of interplay between the human characteristics of the child and the environment in which the child develops.

19. CONCEPT MAP OF CHAPTER 2 RESEARCH Task-based language teaching Learning strategies and acquisition First versus second language acquisition Instuction and acquisition Chronological age and SLA

22. Traditional and Contemporary Language Classrooms Content and methodology decided with reference to the classroom Content and methodology match learner needs beyond the classroom Learning facts about language rather than how to use it communicatively Learners are actively involved in using language Grammar is taught as rules to be memorized Grammar and language are taught communicatively. Learners do not learn how to become better language learners on their own Learners learn strategies and they apply them to their own learning outside the class. Learners just listen and repeat what the teacher says. They do not express their own ideas. Learners interact with their partners and express their opinions, ideas and feelings.

23. CONCEPT MAP OF CHAPTER 3 CONTEMPORARY TRENDS Classroom organization and resources Out of class Syllabus design Learner roles Teaching issues Language Issues Learning issues Assessment

27. CONCEPT MAP OF CHAPTER 4 LANGUAGE Background knowledge Pedagogical implications Grammar Pronunciation Vocabulary Discourse Metaphors

31. CONCEPT MAP OF CHAPTER 5 Importance Techniques for encouraging The influence of CLT Deductive and inductive learning LEARNERS Needs Roles/ contributions Choices