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Lecture 2 Psycho of Language Learning1-1

This lecture is talking about the psychology of language learning, the history and how to become a better teacher.

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kosar003ab
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8 views

Lecture 2 Psycho of Language Learning1-1

This lecture is talking about the psychology of language learning, the history and how to become a better teacher.

Uploaded by

kosar003ab
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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An introduction to educational psychology:

Lecture 2: Cognitive Psychology


 It is easier and quicker to teach teachers to use the steps
involved in an audiolingual approach: presentation,
practice, repetition and drill.
 Teachers who lack confidence tend to be less frightened
of these techniques.
 An audiolingual methodology can be used by teachers
who have limited target language knowledge.
 It is supported by a coherent psychological perspective,
i.e. behaviorism, whereas more communicative
approaches have lacked a coherent theory of learning.
1. Learners are passive.
2. Cognitive processes involved in learning are ignored.
3. The drills can be carried out with little attention to the
meaning the language conveys.
4. Actual process of interaction and negotiation of
meaning doesn’t happen.
5. It does not allow for learning from mistakes as its
emphasis is on correct responses.
 Cognitive psychology is concerned with the way in which
the human mind thinks and learns.
 Cognitive psychologists are interested in the mental
processes involved in learning

 In a cognitive approach, the learner is seen as an active


participant in the learning process, using various mental
strategies.
 Different approaches to cognitive psychology:
1.Information processing
2.Memory
3.Intelligence
 Cognitive psychologists are mainly concerned with the way in
which people take in information through major senses (
Sight, Hearing, Touch, Taste, Smell), process it and act on it.
 Such factors as attention, perception and memory become
the focus of the work of information processing theorists.
 Attention is one area where an information
processing approach has provided valuable insights
into the workings of the human mind.

 Attention will be needed most when a learning task


is new or when it is just beyond the present
capabilities of the learner, but as one becomes more
skillful as, for example, in the case of reading or
driving, there is less need to use one's full attention.
The best model of memory describes :
 Sensory register: Where stimuli are initially recorded for
a brief amount of time before being passed into short-term
(working) memory if attention is given to them.
 Short-term (working/processing) memory: Whatever
one has in mind at any particular time and lasting no
longer than 30 seconds.(short duration)

Prepare information to storage in long-term memory


Processes in this preparation are chunking, rehearsal and
elaboration.
 Chunking Breaking the information into manageable chunk.
eg. OFHRTJUDYCX OFH RTJ UDY CX
Rehearsal: Simple repetition

Individuals must rehearse the material to hold it in short-term


memory. If they do not practice rehearsal, it is quickly forgotten.
 Elaboration

 When info to be remembered is linked to other information

 Image of an object/related meaning


 In contrast to short-term memory the capacity of long-
term memory is very large and long-lasting and the brain
cannot deal directly with material held in long-term
memory.

 Semantic memory structure


◦ provides access to information
◦ represents relationships between bits of information
◦ supports inference
1. Link word method:
This technique involves linking words in both L1 & L2 to
construct a picture in the mind. For instance, the French word
nappe can be remembered by an English speaker who makes an
image of having a nap on a tablecloth

2. Advance organizers method:


Some topical introduction to a lesson that orientates learner to a
subject matter and relates new learning to what the learners
already know.
 Information processing in language learning focuses on
how learners acquire, store, and retrieve language
information. Here are some applications:
 Chunking: Breaking down complex language
structures into smaller, manageable units helps learners
process and remember information better, such as
memorizing phrases instead of isolated words.
 Repetition and Practice: Regularly repeating
vocabulary and grammar rules enhances retention and
retrieval. Techniques like spaced repetition are
effective for long-term memory.
 Spaced repetition is an evidence-based
learning technique that is usually performed
with flashcards. Newly introduced and more
difficult flashcards are shown more
frequently, while older and less difficult
flashcards are shown less frequently in order
to exploit the psychological spacing effect.
The use of spaced repetition has been proven
to increase the rate of learning.
 Dual Coding: It refers to the process of combining
visual (image-based) and verbal (language-based)
elements to convey information.
 Metacognitive Strategies: Teaching learners to reflect
on their own learning processes, such as monitoring
comprehension and adjusting strategies, fosters greater
self-awareness and effectiveness.
 Interactive Tasks: Engaging in meaningful
conversations and collaborative activities encourages
learners to actively process language, promoting deeper
understanding.
Most people refer to some form of inborn and general
ability.
They assume that intelligence is fixed and unchangeable.
(Static view)

 This view states that people who are born more


intelligent are much more likely to succeed at school or
in any learning task than those who are born less
intelligent.
 IQ(Traditional intelligence)
The theory of general intelligence states that some nations are
intellectually superior than others.(culture-bound)

 Modern Language Aptitude Test (MLAT ), was based on the


assumption that people possess a fixed amount of ability at
language learning, and that this ability can be measured.

 MI(multiple intelligence)
Howard Gardner argues that instead of viewing intelligence as a
unitary faculty, we should consider different kinds of
intelligences.
(eight types: linguistic, spatial, musical, math…)
 Philip Vernon suggested that instead of conceptualizing
intelligence as a unitary concept, it would be more helpful to
think in terms of Intelligence A, Intelligence B and
Intelligence C.
 Intelligence A represents the intelligence with which we are
born. For genetic reasons this will vary from individual to
individual.
Intelligence B refers to the intelligence we display in all
aspects of our everyday lives which is continually changing
and very much context-bound.
 Intelligence C represents what is measured by IQ tests.

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