Chapter 4 Human Learning Student: Eva He (N98C0008) Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Student: Eva He (N98C0008)

Introduction Focus on cognitive processes Learning theories: Behaviorism Subsumption Theory, Humanistic Psychology Universal learning principles Aptitude and intelligence Community Language Learning Method

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

Learning Theory ＊ Various definitions of learning ＊ Four psychologists: Pavlov (Classical Conditioning) Skinner (Operant Conditioning) Ausubel (Cognitive Teaching Theory ) Rogers (Humanistic Psychology)

Pavlov’s 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)

Skinner’s Operant Conditioning Respondent conditioning vs. operant conditioning Law of Effect (Thorndike) Reinforcer vs. punishment 賞與罰 Programmed instruction 編序教學法 Audiolingual Method 聽說教學法

Ausubel’s Subsumption Theory Rote learning vs. meaningful learning Subsumption Short-term memory vs. long-term memory

Systematic forgetting Proactive and retroactive inhibition Cognitive pruning procedures Example: Children’s concept of hotness Language attrition Subtractive bilingualism Subsumption theory :the rejection of conditioning models Systematic forgetting: important implications for language learning and teaching

Rogers’s Humanistic Psychology ＊ Constructivist ＊ Putting more focus on affection than on cognition ＊ 19 formal principles of human behavior from a phenomenological perspectives ＊ Internal forces: individual’s self-concept; personal sense of reliability ＊ Nonthreatening environment ＊ Fully functioning persons

Rogers’s Humanistic Psychology Focus on learning rather than teaching Fully functioning person Teachers: facilitators of learning Flows of humanistic Psychology Nondirective approach Nonthreatening environment The positive effects of competitiveness Empowerment of students in classrooms (Freire, 1970)

Types of Learning Eight types of learning (Gagné, 1965): 1.Signal learning: standard conditioning 2.Stimulus-response learning 3.Chaining 4.Verbal association 5.Multiple discrimination 6.Concept learning 7.Principle learning 8.Problem solving

Types of Learning Question: Which types of learning do you think is the most important ability that one should be well-developed? Why?

Transfer, Interference, and Overgeneralization Several manifestations of one principle of learning The interaction of preciously learned materials with a present learning event

Transfer and Interference Positive transfer Negative transfer: interference Native language interference on the target language The facilitating effects of native language

Interference and Overgeneralization ＊Flied ＊goed ＊ John doesn’t can’t fly. ＊ He told me when should I get off the train. special constraints of rules

Transfer, overgeneralization, and interference positive(+) negative (-) Overgeneralization Interference (L1→ L1) (L1→ L2) (L2→ L2) (L2→ L1)

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

Aptitude and Intelligence Question : Is there any ability or talent that we can call for foreign language aptitude?

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

Intelligence Traditional measurement of linguistic and logical-mathematical abilities Multiple intelligence (Gardner, 1983) 1. linguistic 2. logical-mathematical 3. musical 4. Spatial 5. Bodily-kinesthetic 6. Naturalist 7. Interpersonal 8. Intrapersonal intelligence

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 intrapersonal intelligence

Relationship between Intelligence and Second Language Learning Musical intelligence: intonation and pronunciation Bodily-kinesthetic intelligence: phonology Interpersonal intelligence: communication Experimental and contextual abilities (Sternberg) Emotional intelligence (Goleman)

Pedagogical Implications of Intelligence Applying multiple intelligence to teaching English Language : the foundation of intelligence itself Multiple intelligence and meaningful learning experiences

Community Language Learning Based on Carl Roger’s Learning Theory the teacher’s role: the counselor advantages of CLL Overcoming the threatening of affective factors 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

Conclusion Each aspect is important, while no consistent amalgamation of theory works for every context of second language learning

Thank you for your listening.