PERSPECTIVA PEDAGÓGICO DIDÁCTICA II

What is learning?

Pre-reading:
What is learning?
How do you realize that you or someone has “learned’ something?
Is knowledge about language different from other forms of knowledge?
Do we learn languages the way we learn other thinks or subjects?

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While-reading. Task 1. Read the following extract and complete the gaps with the correct sentences
Association theorists see learning as the result of connections or associations
between sense impressions and responses and share similarities with the
behaviorist view.
This is evidenced by the fact that general theories of learning have not been
routinely included as topics in introductory L2 methodology textbooks for English
language teachers
It is this innate system and not conditioning that guides the acquisition of language
and defines what language is.
Content area teachers must develop expertise in specific content areas and also
develop expertise in teaching a second language
However, because many scholars believe that learning requires thinking and
insight and view the learner as an active participant
in the process
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 Although the study of learning and theories of learning have been at the core of
the fields of psychology and education for almost a century, the theories and the
possible implications and applications of these theories have received little serious
attention from second language (L2) pedagogues and teacher educators. (1)………………………(Harmer,
2007; Peregoy & Boyle, 2008; Richards & Rodgers, 2002). In
addition, they do not appear frequently on professional conference programs in
applied linguistics or English language teaching (for example, see TESOL programs
from 1990–2007) or in professional journals devoted to both L2 teaching and
research (see TESOL Quarterly and Applied Linguistics 2000–2007). The reasons for
these oversights are in part rooted in historical developments in the field of second
and foreign language pedagogy, but they are also in the limitations of the theories
themselves.
After decades of heated debates, most psychologists today believe that we have at least two
separate modes of learning and memory, one called declarative and the other procedural.
Declarative learning and memory are associated with factual information—dates, names, past
events, etc. Procedural learning and memory are dependent on motoric patterning and
conditioning. Two main schools of thought emerged from the theoretical debates surrounding
these two theories—association and cognitive learning. (2)……………Cognitive theorists view learning
as the ability to perceive new relationships, solve new problems, and gain a basic understanding of
a subject area. Although each position makes a tenable case for its points of view, there are
shortcomings with both theories as they pertain to language.
As a result of Noam Chomsky’s review of B. F. Skinner’s Verbal Behavior (Chomsky, 1959),
Chomsky’s position that the ability to learn one’s first language is a result of a genetic
predisposition to do so became widely accepted. Chomsky proposed a “system of principles,
conditions, and rules that are elements or properties of all
human languages” (1975, p. 29). (3)………………………………….As a result of

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Chomsky’s work most second language scholars agree that neither the behaviorist
nor the cognitive view of learning is a perfect fit for second language acquisition
(SLA). It has become increasingly clear that the “behaviorist position with regard to
language learning (whether first or second) was untenable” (Gass & Selinker, 2008,
p. 126), and the cognitive view does not adequately consider that children learn
their first language (L1) swiftly, efficiently, and largely without instruction or
practise of any sort (Daniels, 2008). Most second language researchers (see Krashen,
1982, and White, 2003) support Chomsky’s view that there is a genetic component associated with
language acquisition, even though there is no general consensus on
the answer to the question of access. (4) ………………………………, cognitive theories of second
language acquisition have garnered considerable support among second language researchers and
scholars.
Until recently English language teachers thought of themselves as teaching
only language and viewed the process of language learning as significantly different from general
learning in content areas. The profile of English language learners in many contexts has changed
dramatically in recent years. For example, the changing demographics in K12 schools in English-
speaking countries have changed the role of the classroom teacher.(5)……………………... This situation
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has provoked content area teachers to develop expertise in language awareness and former ESL
teachers to develop expertise in teaching content in the sense that they must assist language
learners in gaining content area mastery at the same time they are learning the second language
(Stoller, 2004). In response to learner needs, teachers in EFL contexts are also experimenting with
the integration of content and language . Language learning can no longer be compartmentalized as
it was in the mid-20th century. This shift away from traditional language teaching with its focus
almost exclusively on language structure has resulted in a cadre of language teachers who have
begun to explore cognitive learning theories as they apply to concept and content learning with L2
learners; nevertheless, the historical significance of the linguistic view of SLA cannot be overlooked.

(Adapted from: Murray & Christison (Routledge; 1 edition 2011) What English Language Teachers Need to
Know Volume I:Understanding Learning

Task 2. Read again and answer these questions

1. Why have theories of learning often been excluded from Teacher Training Programs?
2. Is learning a language different from learning other subjects?
3. How do different theories describe learning?
4. How might language learning be a genetic predisposition?
5. Why has the field of EFL started to perceive language learning in a new way?
6. What is declarative learning?
7. What is procedural learning?

You will now read about different theories that will help you explore and understand learning in a
way that can be applied in planning syllabus, classes and activities. Read each paragraph and find
the correct title.

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Transfer of learning Learning to learn
Chunking Drilling
Spacing effect Modeling
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 Read the theories again and decide:

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a. What psychological perspective does each relate to?
b. Think of an example of each theory in your life.

Can anyone learn at any time?

Task 1. Read the following section and provide a possible title
Task 2. draw a mind map with the main ideas
Task 3. Summarize Thorndike’s view on the issue.
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Task 4 . Think of examples of how lack of any of these conditions may prevent learning.
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 We have all heard of people who
have learned a second or foreign
language without taking classes. Is
teaching necessary?

Conditions for language learning (J. Willis)

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Essential
 Motivation: Find out about motivation and explain this chart in class. Do
you agree with this theory?
https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs
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  Exposure
o Rich comprehensible imput (listening and reading)
o Meaningful content
o It allows a conscious/unconscious process through which st. Learn to
grasp meaning, observe how to express their ideas, noticing “chunks” in
particular contexts.
 Use
o There may be a “silent period”
o Using the language for real purposes in class (supportive atmosphere)
o Practice
o Different kinds of interaction
 Teacher= Student
 Student= Student
 Student = Whole group
 Teacher = Whole group
o Through interaction sts learn discourse skills:
 Opening and closing conversations
 Interacting and turn-taking
 Organizing discourse
 Reaching an agreement

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Desirable
 Instruction
o It cannot alter the order of acquisition
o It can help sts to notice patterns and features in L2.
o New examples of the L. Will lead to the restructuring of the current
system.
o Activities promoting awarenes are more useful in the long run than
form-focused activities.
o Teachers should foster learning opportunities
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Self-Actualizer: The ideal learner

Take the test and decide if you can

find ways to become a better
learner
http://www.mind-
mastery.com/article/313/Self-
Actualization-Test-Maslow-
Hierarchy-of-Needs

Do we all learn in the same way?

Learning can vary depending on the characteristics of the learner. In Inglés y su enseñanza I, you will learn how
intelligence is an aspect that can affect how people process information. In this section, we will read about learning
styles, age differences and concrete actions or “strategies” that good learners use to learn.

Learning styles
Reading : Read the text. Identify the types of learning styles according to different
theories and complete the taxonomy (ADD CELLS IF NECESSAY)

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COGNITIVE SENSORY PERSONALITY EXPERIENTIAL MYERS-BRIGG
STYLE STYLES STYLES LEARNING MODEL PERSONALITY TYPE
INDICATOR

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What is your learning style?

http://www.educationplanner.org/students/self-assessments/learning-styles.shtml
http://www.humanmetrics.com/personality/learning-styles
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Age Differences
Read in groups: each group should make a poster with the most important
ideas in each section and share with the class.

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Learning to learn
Think about these situations and decide how you would deal
with it.
a. You have to complete a grammar activity at home
b. You need to write a letter for next week
c. There is a difficult question and you don’t know how to
answer it.

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Here is a list of learning strategies. Can you label them?
REPETITION DEDUCTION INDUCING
RECOMBINATION SUMMARIZING KEY WORD
DISCRIMINATING PERSONALIZING SELECTIVE LISTENING
PRACTICING SELF-EVALUATION COOPERATION
USING CONTEXT REFLECTING QUESTION FOR
CLARIFICATION
ROLE-PLAYING SKIMMING BRAINSTORMING
INFERENCING AUDITORY CONTEXTUALIZATION
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REPRESENTATION
 IMAGERY PREDICTING CLASSIFYING
TRANSLATION GROUPING CONCEPT MAPPING
RESOURCING NOTE TAKING DIAGRAMMING
ADVANCED ORGANIZERS SELF-MONITORING DELAYED PRODUCTION
DIRECTED ATTENTION FUNCTIONAL PLANNING CONVERSATIONAL
PATTERNS
SELECTIVE ATTENTION SELF- MANAGEMENT SELF-EVALUATION

Metacognitive Strategies
...
Making a general but comprehensive preview of the organizing concept or principle in an
anticipated learning activity

…….
Deciding in advance to attend in general to a learning task and to ignore irrelevant distractors

………
Deciding in advance to attend to specific aspects of language input or situational details that
will cue the retention of language input

……..
Understanding the conditions that help one learn and arranging for the presence of those
conditions

……….
Planning for and rehearsing linguistic components necessary to carry out an upcoming language

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task

………
Correcting one¡¦s speech for accuracy in pronunciation, grammar, vocabulary, or for
appropriateness related to the setting or to the people who are present

………
Consciously deciding to postpone speaking in order to learn initially through listening
comprehension

………
Checking the outcomes of one¡¦s own language learning against an internal measure of
completeness and accuracy

Cognitive Strategies
………………..
Imitating a language model, including over practice and silent rehearsal

…………
Using target language reference materials
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……………….
Using the first language as a base for understanding and/or producing the second language

……………….
Reordering or reclassifying, and perhaps labeling, the material to be learned base on common
attributes

………………
Writing down the main idea, important points, outline, or summary of information presented
orally or in writing

………………….
Consciously applying rules to produce or understand the second language

………………..
Looking for patterns and regularities

………………..
Constructing a meaningful sentence or larger language sequence by combining known elements in
a new way

……………….
Relating new information to visual concepts in memory via familiar, easily retrievable
visualizations, phrases, or locations

…………………….
Retention of the sound or a similar sound for a word, phrase, or longer language sequence

……………..

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Remembering a new word in the second language by (1) identifying a familiar word in the first
language that sounds like or otherwise resembles the new word and (2) generating easily recalled
images of some relationship between the new word and the familiar word

………………..
Placing a word or phrase in a meaningful language sequence

……………..
Relating new information to other concepts in memory

………………………
Using previously acquired linguistic and/or conceptual knowledge to facilitate a new language
learning task

…………………….
Using available information to guess meanings of new items, predict outcomes, or fill in missing
information

…………………….
Putting things that are similar together in groups
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……………………….
Predicting what is to come in the learning process

………………………
Showing the main ideas in a text in the form of a map

……………………
Using information from a text to label a diagram

………………….
Distinguishing between the main idea and supporting information

Linguistic Strategies
…………………..
Using expressions to start conversations and keep them going

………………………..
Doing controlled exercises to improve knowledge and skills

………………..
Using the surrounding context to guess the meaning of unknown words, phrases, and concepts

……………………
Picking out and presenting the major points in a text in summary form

…………………..
Listening for key information without trying to understand every word

…………………….
Reading quickly to get a general idea of a text

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Affective Strategies
………………………..
Learners share their own opinions, feelings, and ideas about a subject

…………………….
Thinking about how well you did on a learning task, and rating yourself on a scale

………………………
Thinking about ways you learn best

Socioaffective Strategies
……………………………
Working with one or more peers to obtain feedback, pool information, or model a language
activity

……………………
Asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or
examples
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Pretending to be somebody else and using the language for the situation you are in

Creative Strategy
……………………….
Thinking of as many new words and ideas as you can

Check the list of learning strategies and identify the ones

you use. Explain how they help you to learn different
subjects.

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