Human Learning

Teacher Training Course

Academic Unit
IGA
What is learning ?
People understand learning in many different ways.
Therefore there are many theories, definitions, and schools
of thought on the topic of learning.
We are going to study three theories that are
predominant.
Behaviorism
It defines learning as a more or less permanent
change of behavior or the acquisition of behavior.
It focuses on observable behavior, and discounts
mental activities.
New behavior is acquired through repeated practice
until it is automatic.
The learner is viewed as passively reacting/adapting
to his environment.



According to behavioral psychology, human learning is the
acquisition of new habits through a stimulus-response
process. In other words, when people do something the same
way many times, they form habit that become part of their
behavior and their lives.
Behaviorism and Language Learning
According to the behaviorist theory, language consists of
small units that are arranged into a system according to
certain rules. Sounds, words, and sentences are the units
that form a language system. They are learned by
practice and repetition.

Language production as one type of human behavior.
Behaviorism in the Classroom
Teacher: Excuse me.
Class: Excuse me.
Teacher: I lost my jacket.
Class: I lost my jacket.
Teacher: Excuse me.
Class: Excuse me.
Teacher: I lost my jacket.
Class: I lost my jacket.
Teacher: Excuse me. I -
Class: Excuse me.




Cognitivism
Knowledge is viewed as mental
constructs in the learners mind.
Changes in behavior are observed but
as indicators of what is going on in the
learners mind.
Mental processes that are activated and
changed during the course of learning
are the main focus.
Learner is passive in his interpretation
of reality. He is active in his decision to
practice the new behavior.

Cognitive Theories: Meaningful
Learning
Learning takes place through the
process of relating new items to already
existing knowledge.
Meaningful learning: relating and
anchoring new material to relevant
established knowledge.
Cognitive Theories: Cognitive
Development
Children go through the process of becoming a mature
learner.
Cognitive ability increases in sophistication with
development.
They move from innate reflexes to complex mental
activities.
Cognitivism in the
Classroom
Teacher: OK, so, we are going to listen to a conversation. First time we listenI just want you to
listen and get an idea about the conversation. All right, ready?
Audio voice 1: What's your boyfriend like?
Audio voice 2: He's very funny. He can tell jokes and funny stories.
Teacher: OK. How did you do? What's the conversation about?
Student 1: Her boyfriend.
Teacher: Right. It's about her boyfriend. And what's he like? What's he like?
Student 2: He's funny.
Teacher: Yeah. He's funny. OK, good. So, we are going to listen again. Open up in your books to page
171. While you listen, this time, I want you to listen for the word can and the word can't. The
pronunciation focus on pronunciation. OK, is everyone there? 171? OK, good. Listen again.
Teacher: OK, so, when you heard these two sounds, what did you notice? Were they the same?
Students: No.
Teacher: How were they different?
Student 2: You only hear the vowel in the negative.
Teacher: Right. You only hear the vowel sound when the sentence is negative. So this sounds like
the vowel sound in the, /a/, very weak. And this one is stressed, like the "a" in and. Can't. I can't
sing.
Constructivism
Learning occurs by reflecting on our experiences
and our current past experiences to build
understanding of reality.
Knowledge is constructed internally by each
individual.
No knowledge can be transferred intact from
one individual to other.
Learning is a social activity. Sharing and
interacting are crucial.
Motivation is a key component.
The learner is more active, constantly building
and restructuring his schema to make sense of
the world.

Experiential Learning
It stems from constructivism
Learning occurs when one reflects on experiences
Reflection is systematic and rigorous
Description of experience is robust and focuses on details of it
Interpretation of experience is aimed at explaining why
learning occurred or not
Generalization is to make theories as to what helps or hinders
learning
Planned actions are established to shape new experience
Constructivism in the Classroom
Teacher: You need to work with your partner, OK?

(As she passes out copies of a shopping center map she
has created, Adriana pairs students who are sitting next to
each other. )

Teacher: You need to work again with Ernesto . . . You
need to ask where these stores are in this shopping
center, OK? So do you remember you're asking the same
question like before but you're using the information
down here. What information is this?
Class: The key.
Teacher: The key. Use the key to talk about the store.
Teacher: Very good . . . Ask him another one. That's good.
Student 1: Where is the disco hall?
Student 2: The disco hall is across from the Jefferson Toys,
Toys.
Teacher: Jeffrey's Toys.
Student 2: Jeffrey's Toys.
Teacher: OK. That's good.
Terrel and Krashens theory
Natural Approach
Follows the principles of Universal Grammar
It implies that adults can acquire all but the
phonological aspect of any foreign language.
Adults use their active LAD
Communication is the main function of
language.
Language is a vehicle for commuinicating
meaning and messages.
The natural approach has 5
theories
Learning acquisition:
Learning is conscious and acquisition is unconscious, children will
acquire a second language, adults will take both, they will learn and
acquire a second language.
Natural Order:
Universal Grammar provided by L1
Input
Teachers should provide students a (i-1) input.
Monitor:
Internally the learner edits or corrects their output either before or
after the production. The monitor should a minor process.
Affective Filter:
It is the emotional state of the learner formed by: Motivation, self
esteem and anxiety. Learners should have a high motivation, high self
esteem and low or zero anxiety.

Stages of second language
acquisition.
STAGE CHARACTERISTICS ESTIMATED TIME
FRAME

Silent/ Receptive Period
Language processing takes place
through initial input.
Language knowledge may be
demonstrated through receptive
indicators.

10 hours to 6 months

Early Production Stage
Language knowledge is reflected
through production of short
phrases and sentences.
There is ability to deal with short
question forms and use of up to
1000 receptive and active words.

6 months


Speech Emergence Stage
Vocabulary used may amount up
to 3, 000 words.
Short phrases and sentences may
be used for communication.
Longer sentences may be
produced with L1 interference
(mistakes).

Up to an additional year

Intermediate proficiency
There is a development of close to
6,000 words used with complex
statements.
Such tasks as stating opinions,
asking for clarification and
sharing thoughts may be
accomplished.

Up to an additional year
Advanced proficiency Language used contains grammar
and vocabulary comparable to a
native speaker.
Complex language tasks may be
carried out.
From five to seven years