39. 4. Aspects of Human Learning
Cognitive Constructivist
Behavioristic
Skinner Pavlov Ausubel Rogers
40. 4. Aspects of Human Learning
Cognitive Constructivist
Behavioristic
S- R Old + New = Meaning Social interaction
Governed by consequence Systematic forgetting Adaption
Personal growth
Language learning requires Language Learning
stimulus response exposure requires meaningful Community of learners –
contexts Facilitate, Interact,
empower
41. 4. Aspects of Human Learning
Community of learners Learner centered
Interaction Social Interaction
Learn how to learn Constrictivist - Whole Person
Rogers
Empowerment Emotion
Facilitation not instruction Adapt & grow to enhance Self-concept – individual
existence reality
42. 4. Learning - Gagne
• One – Signal Learning BEHAVIOURIST
56. 4. Learning – Multiple Intelligence : Gardiner
• Intrapersonal – ID , me , self-awareness
57. Language Teaching Methods
Total Physical Response The Natural Approach
“Silent” “ i + I”
“conversation”
The Audiolingual Method Community Language
Learning
58. Language Teaching Methods
Total Physical Response The Natural Approach
“Silent” “ i + I”
“conversation”
The Audiolingual Method Community Language
Learning
62. Total Physical Response
• Today useful for classroom activities
• Based on Behaviorist ideas of
stimulus – response (S-R)
63. Language Teaching Methods
Total Physical Response The Natural Approach
“Silent” “ i + I”
“conversation”
The Audiolingual Method Community Language
Learning
69. Language Teaching Methods
Total Physical Response The Natural Approach
“Silent” “ i + I”
“conversation”
The Audiolingual Method Community Language
Learning
72. Language Teaching Methods
Total Physical Response The Natural Approach
“Silent” “ i + I”
“conversation”
The Audiolingual Method Community Language
Learning
82. Vygotsky – Sociocultural Learning
• ZPD – zone of proximal development
• “what a learner could learn with appropriate stimuli”
• “social interaction the foundation of cognitive
development”
84. 6. Cognitive Factors
• Help to account for learner differences
Metacogntive
Learning Strategies
Cognitive
Socio-Affective
85. 6. Cognitive Factors
• Difficult to isolate in practice
Metacogntive
Learning Strategies
Cognitive
Socio-Affective
86. 6. Cognitive Factors
• Difficult to iscolatein practice
Metacogntive:
Planning and organising
Learning Strategies - Previewing
-- Monitor
-- Evaluate
87. 6. Cognitive Factors
• Difficult to iscolatein practice
Metacogntive:
Planning and organising
Learning Strategies - Previewing
88. 6. Cognitive Factors
• Difficult to isolate in practice
Metacogntive:
Planning and organising
Learning Strategies -- Monitor
89. 6. Cognitive Factors
• Difficult to iscolatein practice
Metacogntive:
Planning and organising
Learning Strategies -- Evaluate
90. 6. Cognitive Factors
• Difficult to isolate in practice
Cognitive Strategies:
-Memorisation
Learning Strategies
91. 6. Cognitive Factors
• Difficult to isolate in practice
Cognitive Strategies:
-- repetition
Learning Strategies
92. 6. Cognitive Factors
• Difficult to isolate in practice
Cognitive Strategies:
-- note taking
Learning Strategies
93. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective:
- Lower anxiety
Learning Strategies
-- Positive Self-talk
-- Ask Questions
-- Cooperate
--Empathise
94. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective:
- Lower anxiety
Learning Strategies
95. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective:
Learning Strategies -- Positive Self-talk
96. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective
-- Ask Questions
Learning Strategies
97. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective:
-- Cooperate
Learning Strategies
98. 6. Cognitive Factors
• Difficult to isolate in practice
Socio-Affective:
--Empathise
Learning Strategies
99. 6. Cognitive Factors
• Help to account for learner differences
Learning Strategies
Communication Strategies
100. 6. Cognitive Factors
• Difficult to isolate in practice
Avoidance Strategies:
Communication - Message abandonment
Strategies -- Topic avoidance
101. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
-Circumocution
Compensatory - Approximation
- All-purpose-words
Strategies - Word coinage
- Prefabricated patterns
- Non-linguistic signals
-Code switching
-- Stalling
102. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
-Circumocution
Compensatory -“thingy”
Strategies
103. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
- Approximation
Compensatory
Strategies “Ship”
104. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
- All-purpose-words
Compensatory
Strategies “what you call” “thingy”
105. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
- Word coinage
Compensatory
Invent a word – “vegetarianist” for
Strategies “vegetarian”
106. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
- Prefabricated patterns
Compensatory
Strategies Stock expressions;
“Parle-vous Frances”
107. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
Compensatory - Non-linguistic signals
Strategies
108. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
-Code switching
Compensatory
Strategies English – French - English
109. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
-Circumocution
Compensatory - Approximation
- All-purpose-words
Strategies - Word coinage
- Prefabricated patterns
- Non-linguistic signals
-Code switching
-- Stalling
110. 6. Cognitive Factors
• Difficult to isolate in practice
Compensatory Strategies:
-- Stalling
Compensatory
Strategies
111. 6. Cognitive Factors
• Help to account for learner differences
Learning Strategies
Communication Strategies
112. 7. Affective Factors
• Affective factors underpin language learning
“Doing language
Language Structures
AFFECTIVE FACTORS
114. 7. Affective Factors
• Methods a response to Affective Domain
• Eg Silent Way, Total Physical Response, Natural
Approach, Community Language Learning
115. 7. Affective Factors – W.E.E.I.R.A.S.S
Willingness to communicate:
“Collaborative language helps to develop
interpersonal intelligence”
116. 7. Affective Factors – W.E.E.I.R.A.S.S
Willingness to demonstrate empathy:
“Walk a mile in my shoes”
117. 7. Affective Factors – W.E.E.I.R.A.S.S
Extroversion/Introversion:
- Some activities will suit e/I people.
- Be wary of western preference of extrovert
124. 8. Socio-cultural Factors –
acculturation
“The process of adapting to a new
Acculturation culture”
1. Euphoria
125. 8. Socio-cultural Factors –
acculturation
“The process of adapting to a new
Acculturation culture”
“Social and psychological
integration of the learner”
Schumann
126. 8. Socio-cultural Factors –
“Social and psychological
Acculturation acculturation
integration of the learner”
Schumann’s Model
Acculturation
SLA
127. 8. Socio-cultural Factors –
“Social and psychological
Acculturation acculturation
integration of the learner”
Not linear but related to SLA.
Acculturation
SLA
128. 8. Socio-cultural Factors –
“Social and psychological
Acculturation acculturation
integration of the learner”
Social and psychological contact
helps.
Acculturation
SLA
129. 8. Socio-cultural Factors –
Social and psychological contact
Acculturation acculturation the NL
helps. Don’t need to adopt
culture.
Acculturation
SLA
131. 8. Socio-cultural Factors –
Subordination – people may avoid
Acculturation acculturation
efforts to adopt the dominant
language.
Acculturation
SLA
132. 8. Socio-cultural Factors –
Assimilation – people may avoid
Acculturation acculturation
efforts to assimilate.
Acculturation
SLA
133. 8. Socio-cultural– Factors –
High enclosure avoid new
institutions of SL culture.
Acculturation acculturation
Acculturation
SLA
134. 8. Socio-cultural Factors - acculturation
“The process of adapting to a new
Acculturation culture”
2. Culture Shock
141. 8. Socio-cultural Factors
Acculturation Social Distance Sociolinguistic
Perspectives
Social and psychological Social and psychological
proximity to TL distance from TL
144. 8. Socio-cultural Factors
Acculturation Social Distance Sociolinguistic
Perspectives
Norton &Toohey - interaction within a certain context
and the opportunities offered.
148. 8. Socio-cultural Factors – teaching
implications
• Raise awareness of opportunities
outside the classroom.
149. 8. Socio-cultural Factors – teaching
implications
• Discuss affect issues and draw
attention to their relevance to SLA
How do you feel
about SLA?
150. 8. Socio-cultural Factors – teaching
implications
• Do you take up opportunities –
tasks, activities, writing, listening?
151. 8. Socio-cultural Factors – teaching
implications
• Do you have set goals – have you
identified based on your current
strengths and weaknesses
(SWOT?).
152. 8. Socio-cultural Factors – teaching
implications
• Do you have work collaboratively
in groups, ask questions etc
153. 8. Socio-cultural Factors – teaching
implications
• Do you seek feedback and and
evaluate progress formally
154. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
155. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
156. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Intentional
Conscious control of I/O Focal attention
learning
Conscious Unconscious
157. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness
Conscious and unconscious learning plays a part in SLA
Conscious Unconscious
158. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
159. 9. Theories of SLL – Hot Topics: A.E.I.F
Explicit
Implicit
Explicit Implicit
160. 9. Theories of SLL – Hot Topics: A.E.I.F
Explicit Conscious
intention to
learn
Explicit Implicit
161. 9. Theories of SLL – Hot Topics: A.E.I.F
Implicit Without
intention or
awarness
Explicit Implicit
162. 9. Theories of SLL – Hot Topics: A.E.I.F
Implicit Unaware that learning
has taken place or of
what has been learned
Explicit Implicit
163. 9. Theories of SLL – Hot Topics: A.E.I.F
Both have a roll in SLA Both have a roll in SLA
Explicit Implicit
164. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
165. 9. Theories of SLL – Hot Topics: A.E.I.F
Both have a roll in SLA Both have a roll in SLA
Input Output
166. 9. Theories of SLL – Hot Topics: A.E.I.F
Listening, reading Speaking Writing
Input Output
167. 9. Theories of SLL – Hot Topics: A.E.I.F
What is the
Both required
optimum?
Input Output
168. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
How often a language
structure gains attention!
169. 9. Theories of SLL – Hot Topics: A.E.I.F
Awareness Explicit/Impli Input / Output Frequency
cit
Frequency will impact
SLA
170. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning
171. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning
Learning
Acquisition
172. 9. Theories of SLL – Krashen
Acquisition -
Learning
Fluency due to A not L
Learning
Acquisition
173. 9. Theories of SLL – Krashen
Acquisition -
Learning
Critics do not see A and L as mutually
exclusive
Acquisition
Learning
174. 9. Theories of SLL – Krashen
Acquisition -
Learning
Critics – you cannot distinguish conscious and
unconscious learning
Conscious
Conscious
178. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning
Rules acquired
in a Natural
Order so you
can over do
teaching
179. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning
“I + I”
Input is the
only true cause
of SLA!
Output is
independent of
Input
Critics – I & O
relevant
180. 9. Theories of SLL – Krashen
Input
Critics – I & O
relevant
I Interaction
Input All three
aspects are
relevant to SLA.
Output
Can’t rely
solely on the
input of others
181. 9. Theories of SLL – Krashen
Input
Critics – I & O
relevant
I Interaction
Input Distinction
between Intake
and Input?
Output
Student
motivation,
learning
strategies?
182. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning
Low anxiety
required
183. 9. Theories of SLL – Krashen
• Not mutually exclusive
Acquisition
Learning
184. 9. Theories of SLL – Krashen
• Not mutually exclusive
Conscious Conscious
186. 9. Theories of SLL – Krashen
• ?????????????????????????????????????
Is Child One the ideal as
implied?
187. 9. Theories of SLL – McLaughlin Information
processing Cognitive Model
Controlled – new skill Automatic - trained
spelling grammar
Focused rules
attention Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
attention memorising, learning fast reactions
phrases
C D
188. 9. Theories of SLL – McLaughlin Information
processing Cognitive Model
A to B/C to D Controlled Automatic
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
189. 9. Theories of SLL – McLaughlin Information
Processing Cognitive Model
Accounts for
Ausubel’ssubsumtion - Controlled Automatic
forgetting
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
190. 9. Theories of SLL – McLaughlin Information
Processing Cognitive Model
Unlike Krashen does
not hold C1 as the Controlled Automatic
ideal
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
191. 9. Theories of SLL – McLaughlin Information
Processing Cognitive Model
Does not emphasise Controlled Automatic
Input over Output
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
192. 9. Theories of SLL – McLaughlin Information
Processing Cognitive Model
Allows for conscious
and unconscious Controlled Automatic
learning
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
193. 9. Theories of SLL – McLaughlin Information
Processing Cognitive Model
Continuums not Controlled Automatic
mutually exclusive
spelling grammar
Focused rules
Monitoring language
A
B
Peripheral Phrases, greetings, Conversational, fluent,
memorising, learning fast reactions
phrases
C D
195. Social Constructivist Model - Long
Focus
Social Interaction “Dynamic interplay between learners and peers”
Input
Conversation
196. Social Constructivist Model - Long
Focus
Social Interaction “Interpersonal context significant”
Input
Conversation
197. Social Constructivist Model - Long
Focus
Social Interaction
Input “Interlocutors slow down speech”
Conversation
198. Social Constructivist Model - Long
Focus
Social Interaction
Input “Slow speech of native learners”
Conversation
199. Social Constructivist Model - Long
Focus
Social Interaction
Input
Conversation“Future classrooms where careful design allows for
individual construction of own language”
200. Social Constructivist Model - Long
Teaching implications T.A.G
Social Interaction
T. Ask
A uthentic
Input G roup
Conversation
201. Social Constructivist Model - Long
Teaching implications T.A.G
Social Interaction
Interactionist - Is this
Input the future?
Conversation
202. Social Constructivist Model - Long
Teaching implications T.A.G
Social Interaction
Socially constructed
Input interactive clasroom
Conversation
203. 9. Theories of SLL – Krashen
Acquisition - Monitor Natural Order Input Affective Filter
Learning