Human Learning 4

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CHAPTER 4

Human LearningBrown, H. D. (2007). Principles of language learning

and teaching (5th ed.). White Plains, NY: PearsonStudents: Maureen FallasMarcela Mora


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Introduction

Focus on cognitive processes

Learning theories:

Behaviorism

Subsumption Theory,

Humanistic Psychology

Universal learning principles

Aptitude and intelligence

Community Language Learning Method


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Learning and Training

Four steps of conducting a training program:Specifying entry behavior

Explicitly formulating the goals of the task

Devising some training methods

Determining short-term and long-term

evaluation measures


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Learning Theory

Various definitions of learning Four psychologists:

Pavlov (Classical Conditioning)

Skinner (Operant Conditioning)

Ausubel (Cognitive Teaching Theory )

Rogers (Humanistic Psychology)


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Pavlovs Classical Conditioning

Learning process: association between

stimuli and reflex

Experiments:A dog salivate to the sound

of a bell

reflex- unconditioned response

conditioned response

Behaviorism (Watson, 1913)


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Skinners Operant Conditioning

Respondent conditioning vs.

operant conditioning

Law of Effect (Thorndike)

Reinforcer vs. punishment

Programmed instruction

Audiolingual Method


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Ausubels Subsumption Theory

Rote learning vs. meaningful learning

Subsumption

Short-term memory vs. long-term memory


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Systematic forgetting

Proactive and retroactive inhibition

Cognitive pruning procedures

Example: Childrens concept of hotness Language attrition

Subtractive bilingualism

Subsumption theory :the rejection of conditioning

models Systematic forgetting: important implications for

language learning and teaching


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Rogerss Humanistic

Psychology Constructivist Putting more focus on affection than on

cognition

19 formal principles of human behavior from aphenomenological perspectives

Internal forces: individuals self-concept;

personal sense of reliability Nonthreatening environment

Fully functioning persons


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Rogerss Humanistic

Psychology Focus on learning rather than teaching Fully functioning person

Teachers: facilitators of learning

Flows of humanistic Psychology1. Nondirective approach

2. Nonthreatening environment

3. The positive effects of competitiveness Empowerment of students in classrooms

(Freire, 1970)


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Types of Learning

Eight types of learning (Gagn, 1965):

1.Signal learning: standard conditioning

2.Stimulus-response learning

3.Chaining4.Verbal association

5.Multiple discrimination

6.Concept learning7.Principle learning

8.Problem solving


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Types of Learning

Question: Which types of learning do you think

is the most important ability that one should be

well-developed? Why?


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Transfer, Interference, and

Overgeneralization

Several manifestations of one principle of

learning

The interaction of preciously learned materials

with a present learning event


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Transfer and Interference

Positive transfer

Negative transfer: interference

Native language interference on the target

language

The facilitating effects of native language


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Interference and Overgeneralization

Generalization

Overgeneralization

1.Flied

2.goed

3.John doesnt cant fly.

4.He told me when should I get off the

train.

special constraints of rules


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Transfer, overgeneralization, and

interference

Transfer

positive(+) negative (-)

Overgeneralization Interference

(L1L1) (L1 L2)

(L2 L2) (L2 L1)


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Inductive and Deductive Reasoning

Inductive reasoning

Deductive reasoning

Grammar Translation methods

The superiority of an inductive approach

inductive and deductive dichotomy

(Peter, 1981)

Gestalt learning: the whole before the parts


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Aptitude and Intelligence

Question : Is there any ability or talent that we

can call for foreign language aptitude?


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Aptitude

The Modern Language Acquisition Test

(MLAT: Carroll and Sapon, 1958)

Pimsleur Language Aptitude Battery

(PLAB: Pimsleur, 1966)

Critiques about aptitude test

Suggestions for using aptitude test


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Intelligence

Traditional measurement of linguistic and logical-

mathematical abilities

Multiple intelligence (Gardner, 1983)

1.linguistic2. logical-mathematical

3. musical

4. Spatial

5. Bodily-kinesthetic

6. Naturalist

7. Interpersonal

8. Intrapersonal intelligence


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Intelligence

Three types of smartness (Sternberg, 1988)

1. componential ability for analytical thinking

2. Experiential ability

3. Contextual ability Emotional intelligence (Goleman, 1995)

1.The emotional mind is far quicker than the rational

mind

2.equals to interpersonal and intrapersonalintelligence


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Relationship between Intelligence

and Second LanguageLearning

Musical intelligence: intonation and

pronunciation

Bodily-kinesthetic intelligence: phonology

Interpersonal intelligence: communication

Experimental and contextual abilities

(Sternberg)

Emotional intelligence (Goleman)


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Pedagogical Implications of

Intelligence

Applying multiple intelligence to teaching

English

Language : the foundation of intelligence

itself

Multiple intelligence and meaningful learning

experiences


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Community Language Learning

Based on Carl Rogers Learning Theory

the teachers role: the counselor

advantages of CLL

1. Overcoming the threatening of affectivefactors

2. offering insights to teachers

Disadvantages of CLL:

1. the need of directed and deductive learning

2. rely on the translation success of the counselor


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Conclusion

Each aspect is important, while no

consistent amalgamation of theory

works for every context of second

language learning


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Thank you for your listening.

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Human Learning 4