ESCUELA:

PONENTE:

BIMESTRE:

PSYCHOLOGY AND LANGUAJE LEARNING

CICLO:

INGLÉS

II BIMESTRE

Lic. Gina Camacho

ABRIL – AGOSTO 2007

Specific Objectives:Specific Objectives:

Analyze some learning styles and strategies.Analyze some learning styles and strategies. Get some cues and strategies for listening in Get some cues and strategies for listening in

another language.another language. Distinguish between spoken and written language, Distinguish between spoken and written language,

cues to speak a second language.cues to speak a second language. Help learners master and apply strategies to the Help learners master and apply strategies to the

reading process.reading process. Identify approaches to second language writing Identify approaches to second language writing

instruction.instruction.

Contents:Contents:

PART IIPART II Language, Learners and Language, Learners and the Learning Processthe Learning Process

Chapter Six:Chapter Six: The Learning ProcessThe Learning Process

PART IIIPART III Language Skills in ActionLanguage Skills in Action Chapter Seven:Chapter Seven: ListeningListening Chapter Eight:Chapter Eight: SpeakingSpeaking Chapter Nine:Chapter Nine: ReadingReading Chapter Ten:Chapter Ten: WritingWriting

Chapter 6 takes a detailed look at learning processes. The Chapter 6 takes a detailed look at learning processes. The division between Chapters 5 and 6 is arbitrary, and, as you division between Chapters 5 and 6 is arbitrary, and, as you read the chapters, you will find key issues revised from read the chapters, you will find key issues revised from slightly different perspectives. The main concern of the slightly different perspectives. The main concern of the chapter is to pick up on and elaborate some of the issues chapter is to pick up on and elaborate some of the issues emerging from the research literature on learning styles emerging from the research literature on learning styles and strategies.and strategies.

Learning StrategiesLearning Strategies

The mental and communicative procedures learners use in The mental and communicative procedures learners use in order to learn and use language.order to learn and use language.

Strategies are tools for active, self-directed involvement, Strategies are tools for active, self-directed involvement, essential for developing communicative competence.essential for developing communicative competence.

Learners have greater self-confidence and learn more Learners have greater self-confidence and learn more effectively.effectively.

Direct strategies: Include memorizing, analyzing/ reasoning, Direct strategies: Include memorizing, analyzing/ reasoning, and guessing intelligently.and guessing intelligently.

Indirect strategies: Include things such as evaluating one’s Indirect strategies: Include things such as evaluating one’s learning, and cooperating with others.learning, and cooperating with others.

Types of LearningStrategies

LinguisticConversational Patterns

PracticingUsing ContextSummarizing

Selective ListeningSkimming

AffectivePersonalizing

Self-EvaluatingReflecting

CognitiveClassifyingPredictingInducing

Taking NotesConcept Mapping

InferencingDiscriminatingDiagramming

InterpersonalCooperatingRole-Playing

CreativeBrainstorming

LEARNING STRATEGIES

Learner independence

The nature of strategies Introducing strategies

In the classroom

CONCEPT MAP OF CHAPTER 6

Chapter 7 deals with listening. The first part of the chapter Chapter 7 deals with listening. The first part of the chapter reviews conceptual and empirical issues before setting key reviews conceptual and empirical issues before setting key considerations in the development, sequencing, and grading considerations in the development, sequencing, and grading of listening tasks.of listening tasks.

ListeningListening

Krashen (1982), it is the gasoline that fuels the acquisition Krashen (1982), it is the gasoline that fuels the acquisition process.process.Helgesen (2003), listening is very active, since while Helgesen (2003), listening is very active, since while listening people process not only what they hear but also listening people process not only what they hear but also connect it to other information they already know.connect it to other information they already know.

Bottom-up processing involves making sense of individual Bottom-up processing involves making sense of individual sounds and words. Words form phrases, phrases form sounds and words. Words form phrases, phrases form utterances, and utterances form complete meaningful texts.utterances, and utterances form complete meaningful texts.

Top-down processing, involves using what we already know Top-down processing, involves using what we already know to make sense of aural input. The listener reconstructs the to make sense of aural input. The listener reconstructs the original meaning of the speaker using incoming sounds as original meaning of the speaker using incoming sounds as clues. clues.

Bartlett, mental schemas of situations and events that help Bartlett, mental schemas of situations and events that help us make sense of situations.us make sense of situations.

Factors affecting the difficulty of Factors affecting the difficulty of ListeningListening

Brown and Yule (1983) suggest four sets of factors:Brown and Yule (1983) suggest four sets of factors: Speaker factors: how many, speed, and accents.Speaker factors: how many, speed, and accents. Listener factors: role, the required response, and interest.Listener factors: role, the required response, and interest. The content: complexity of grammar and vocabulary.The content: complexity of grammar and vocabulary. Support: pictures, diagrams, or other visual aids.Support: pictures, diagrams, or other visual aids.

Listening StrategiesListening Strategies

Listening for gist, listening for different purposes, Listening for gist, listening for different purposes, predicting, progressive structuring, inferencing, and predicting, progressive structuring, inferencing, and personalizing.personalizing.

Segmental Features: deal with isolated, individual Segmental Features: deal with isolated, individual sounds in the language, such as phonemes and sounds in the language, such as phonemes and phonemic distinctions, as well as how these signal phonemic distinctions, as well as how these signal semantic distinctions.semantic distinctions.

Suprasegmental features: Focus on the way that Suprasegmental features: Focus on the way that stress, rhythm, and intonation function to signal stress, rhythm, and intonation function to signal differences of attitude, information focus, and so on.differences of attitude, information focus, and so on.

LISTENING

Learner roles Task types

Listening in another language

The data base

Listening research

CONCEPT MAP OF CHAPTER 7

Chapter 8 looks at speaking, and begins with a consideration Chapter 8 looks at speaking, and begins with a consideration of what it is that differentiates spoken from written of what it is that differentiates spoken from written language. It also looks at ways of encouraging and language. It also looks at ways of encouraging and motivating the reluctant speaker. Course design and motivating the reluctant speaker. Course design and materials/task development issues are then explored. The materials/task development issues are then explored. The chapter concludes with a sample of speaking lesson that is chapter concludes with a sample of speaking lesson that is designed to illustrate some of the main points that are designed to illustrate some of the main points that are made in the chapter.made in the chapter.

Communicative CompetenceCommunicative Competence

Knowledge of the grammar and vocabulary of the Knowledge of the grammar and vocabulary of the language.language.

Knowledge of rules of speaking.Knowledge of rules of speaking. Knowing how to use and respond to different types of Knowing how to use and respond to different types of

speech acts such as: requests, apologies, thanks, and speech acts such as: requests, apologies, thanks, and invitations.invitations.

Knowing how to use language appropriately.Knowing how to use language appropriately.

Speaking is “the process of building and sharing meaning Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a through the use of verbal and non-verbal symbols, in a variety of contexts”.variety of contexts”.

Transactional language is produced in order to get Transactional language is produced in order to get something, or to get something done.something, or to get something done.Interactional language is produced for social purposes.Interactional language is produced for social purposes.Reluctance may be due to three factors: cultural, linguistic, Reluctance may be due to three factors: cultural, linguistic, and psychological affective factors.and psychological affective factors.To make Ss speak teachers should be dynamic.To make Ss speak teachers should be dynamic.Motivation is a key consideration in determining the Motivation is a key consideration in determining the preparedness of learners to communication.preparedness of learners to communication.Teachers should create a classroom environment where Teachers should create a classroom environment where students have real-life communication, authentic activities, students have real-life communication, authentic activities, and meaningful tasks that promote oral languages.and meaningful tasks that promote oral languages.

Find the Difference

Picture Describing

Picture Narrating

Playing cards

Reporting

Story Completion

Interviews

Storytelling

Brainstorming

Information gap

Simulations

Role PlayDiscussions

Speaking

SPEAKING

Course design issues Pedagogical tasks

The nature of speaking Task difficulty

The reluctantspeaker

CONCEPT MAP OF CHAPTER 8

Chapter 9 on reading, also begins with a consideration of Chapter 9 on reading, also begins with a consideration of some of the key theoretical and empirical underpinnings of some of the key theoretical and empirical underpinnings of a reading program. In particular, the debate between a reading program. In particular, the debate between product and process-oriented approaches to reading are product and process-oriented approaches to reading are dealt with. The focus then turns to task types in a reading dealt with. The focus then turns to task types in a reading program, and looks particularly at tasks that help learners program, and looks particularly at tasks that help learners master and apply a range of strategies to the reading master and apply a range of strategies to the reading process.process.

Types of ReadingTypes of Reading

Receptive Reading; is a rapid reading.Receptive Reading; is a rapid reading. Effective reading, in which we pause often and reflect Effective reading, in which we pause often and reflect

on what we have read.on what we have read. Skim reading, in which we read rapidly to establish in Skim reading, in which we read rapidly to establish in

a general way what a text is about.a general way what a text is about. Scanning, when we search for specific information.Scanning, when we search for specific information.

The bottom-up approach, views reading as a process of The bottom-up approach, views reading as a process of decoding written symbols into their aural equivalents.decoding written symbols into their aural equivalents.

Phonics approach, a method of teaching elementary readig Phonics approach, a method of teaching elementary readig and spelling based on the phonetic interpretation of and spelling based on the phonetic interpretation of ordinary spelling.ordinary spelling.

Miscue analysis, a technique of identifying reading Miscue analysis, a technique of identifying reading problems by having the reader read a text aloud, recording problems by having the reader read a text aloud, recording the reading, and then documenting as well as analyzing the the reading, and then documenting as well as analyzing the deviations, or miscues, from the text.deviations, or miscues, from the text.

Types of ReadingTypes of Reading

Having a purposeHaving a purpose Idendifying paragraph structureIdendifying paragraph structure

PreviewingPreviewing Identifying sentence structureIdentifying sentence structure

SkimmingSkimming Noticing cohesive devicesNoticing cohesive devices

ScanningScanning InferringInferring

ClusteringClustering Identifying figurative languageIdentifying figurative language

Avoiding bad habitsAvoiding bad habits Using background knowledgeUsing background knowledge

PredictingPredicting Identifying style and its purposeIdentifying style and its purpose

Reading activelyReading actively EvaluatingEvaluating

InferringInferring Integrating informationIntegrating information

Identifying genresIdentifying genres ReviewingReviewing

READING

Task types DesigningReading courses

Reading in Another language

Research intoreading

CONCEPT MAP OF CHAPTER 9

Chapter 10 on writing advocates a functional, discourse-Chapter 10 on writing advocates a functional, discourse-based approach to writing pedagogy. A rationale for such an based approach to writing pedagogy. A rationale for such an approach is presented which, builds on and extends the approach is presented which, builds on and extends the functional view of language set out in Chapter 4. Practical functional view of language set out in Chapter 4. Practical ways of using the principles in the design of teaching ways of using the principles in the design of teaching materials are then presented.materials are then presented.

Purposes of Written languagePurposes of Written language Halliday (1985) suggests written language is used for: Halliday (1985) suggests written language is used for: Action: Public signs, product labels, menus, computer Action: Public signs, product labels, menus, computer

manuals, television guides, etc.manuals, television guides, etc. Information: Newspapers, advertisements, political pamphlets.Information: Newspapers, advertisements, political pamphlets. Entertainment: Comic strips, fiction books, poetry, film Entertainment: Comic strips, fiction books, poetry, film

subtitles.subtitles.

How to Teach WritingHow to Teach Writing

Training in writing includes: reinforcement, language Training in writing includes: reinforcement, language development, and learning style.development, and learning style.

Reinforcement: Write sentences using new language shortly Reinforcement: Write sentences using new language shortly after they have studied it.after they have studied it.

Language development: Mental acivity in order to construct Language development: Mental acivity in order to construct proper written texts.proper written texts.

Learning Style: Appropriate for learners whose production of Learning Style: Appropriate for learners whose production of a SL may take a little longer.a SL may take a little longer.

Writing as a skill: How to write letters, how to put written Writing as a skill: How to write letters, how to put written reports, how to reply to advertisements, how to write using reports, how to reply to advertisements, how to write using electronic media. They need to know about punctuation, electronic media. They need to know about punctuation, paragraph construction, etc.paragraph construction, etc.

WRITING

A discourse-based approach to writing

development

Contrastiverethoric

The nature ofthe writing process

Functional grammar and writing

CONCEPT MAP OF CHAPTER 10