ENGLISH TEACHING PRACTICUM

HOW HUMANS LEARN IN GENERAL AND HOW THEY LEARN A FOREIGN LANGUAGE

TEACHER: MSC. ROCIO ORTEGA

STUDENT: LORENA PRUNA

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.

BEHAVIORISTIC

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”

CONSTRUCTIVIST

(Rogers)• Fully functioning person• Learn how to learn • Community of learners • Empowerment

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.

• 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.

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.

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

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

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.

• 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.

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

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

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.

Methods of Learning

1.Audiolingualism

2. Suggestopedia

3. The silent way

4. Total physical response

5. The natural approach

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