Podcast
Questions and Answers
What is the primary distinction between styles and strategies in learning?
What is the primary distinction between styles and strategies in learning?
Which definition best describes self-regulation in learning?
Which definition best describes self-regulation in learning?
Which statement accurately characterizes communication strategies in education?
Which statement accurately characterizes communication strategies in education?
Different learning styles imply which of the following?
Different learning styles imply which of the following?
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What is the significance of understanding individual differences in learning?
What is the significance of understanding individual differences in learning?
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What do the principles of language refer to?
What do the principles of language refer to?
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In the dialogue between the child and mother, what grammatical feature is the child using incorrectly?
In the dialogue between the child and mother, what grammatical feature is the child using incorrectly?
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What is the implication of the mother correcting the child's statement?
What is the implication of the mother correcting the child's statement?
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How do parameters in language function differently than principles?
How do parameters in language function differently than principles?
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What can be inferred about the child's language development based on the dialogue provided?
What can be inferred about the child's language development based on the dialogue provided?
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What is the primary function of the forgetting process as described in the content?
What is the primary function of the forgetting process as described in the content?
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How is the process of subsumption related to forgetting?
How is the process of subsumption related to forgetting?
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What term is used to describe the stage of forgetting in the context of subsumption?
What term is used to describe the stage of forgetting in the context of subsumption?
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What is described as more economical in terms of memory retention?
What is described as more economical in terms of memory retention?
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What typically occurs to the importance of a specific item during the subsumption process?
What typically occurs to the importance of a specific item during the subsumption process?
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What is a primary characteristic of an individual with high ambiguity tolerance (AT)?
What is a primary characteristic of an individual with high ambiguity tolerance (AT)?
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Which of the following best describes the impact of ambiguity on decision-making for someone with high ambiguity tolerance?
Which of the following best describes the impact of ambiguity on decision-making for someone with high ambiguity tolerance?
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What can be inferred about the disadvantages of low ambiguity tolerance?
What can be inferred about the disadvantages of low ambiguity tolerance?
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What does ambiguity tolerance suggest about an individual's emotional response to uncertainty?
What does ambiguity tolerance suggest about an individual's emotional response to uncertainty?
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How does the concept of a continuum relate to ambiguity tolerance?
How does the concept of a continuum relate to ambiguity tolerance?
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Which nationality is associated with cooks in this description of HELL?
Which nationality is associated with cooks in this description of HELL?
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In this description, which nationality is linked to the mechanics?
In this description, which nationality is linked to the mechanics?
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What role is assigned to the Swiss in this conceptualization of HELL?
What role is assigned to the Swiss in this conceptualization of HELL?
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Which nationality is mentioned as organizing HELL?
Which nationality is mentioned as organizing HELL?
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Who is associated with the police in the context of HELL?
Who is associated with the police in the context of HELL?
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What is a key characteristic of reflective or systematic thinkers?
What is a key characteristic of reflective or systematic thinkers?
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Which of the following best describes the approach of reflective thinkers?
Which of the following best describes the approach of reflective thinkers?
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What is the most significant action reflective thinkers engage in before arriving at a solution?
What is the most significant action reflective thinkers engage in before arriving at a solution?
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How do reflective thinkers approach problem-solving compared to others?
How do reflective thinkers approach problem-solving compared to others?
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In developing solutions, what differentiates systematic thinkers from those who do not reflect deeply?
In developing solutions, what differentiates systematic thinkers from those who do not reflect deeply?
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Flashcards
Language Principles
Language Principles
Universal features shared by all languages.
Language Parameters
Language Parameters
Language-specific features.
Imitation in Language Learning
Imitation in Language Learning
Learning by copying others.
Child's Grammar Error
Child's Grammar Error
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Mother's Correction
Mother's Correction
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Learning Styles
Learning Styles
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Learning Strategies
Learning Strategies
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Self-Regulation
Self-Regulation
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Communication Strategies
Communication Strategies
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Styles vs. Strategies
Styles vs. Strategies
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Forgetting as subsumption
Forgetting as subsumption
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Memorial Reduction to Least Common Denominator
Memorial Reduction to Least Common Denominator
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Subsumption
Subsumption
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Cognitive Economy
Cognitive Economy
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Importance of specific items
Importance of specific items
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Ambiguity Tolerance (AT)
Ambiguity Tolerance (AT)
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Advantages of AT
Advantages of AT
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Disadvantages of AT
Disadvantages of AT
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AT and Creativity
AT and Creativity
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AT and Uncertainty
AT and Uncertainty
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Reflective Thinker
Reflective Thinker
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Systematic Thinking
Systematic Thinking
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Loopholes
Loopholes
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Extensive Reflection
Extensive Reflection
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Venture a Solution
Venture a Solution
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HELL (According to the Joke)
HELL (According to the Joke)
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National Stereotypes
National Stereotypes
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Humor and Stereotypes
Humor and Stereotypes
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Nationality and Profession
Nationality and Profession
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Social Commentary Through Humor
Social Commentary Through Humor
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Study Notes
Language, Learning, and Teaching
- Different schools of thought are discussed
- Method and postmethod eras are covered
Structural Linguistics (1940-1950)
- Application of scientific observation of human languages
- Focus on publicly observable responses
- Linguists' task is to describe a language
- Reductionist view: language is a system of rules; a sum of different parts (syntax, semantics, phonetics, etc.) creates the whole
- Development of structural drills and pattern practice
Behavioral Psychology
- Focus on publicly observable responses
- Use of scientific method, including careful observation and skepticism
- Importance of classical and operant conditioning
- Emphasis on empiricism (only testable things exist)
Classical vs. Operant Conditioning
- Classical conditioning: stimulus comes before the behavior
- Operant conditioning: behavior comes first, followed by negative or positive reinforcement
Classical Conditioning (Pavlov)
- Emotional responses associated with specific stimuli
Operant Conditioning (Skinner)
- Behavior is shaped by consequences (rewards/punishments)
Operant Conditioning: How do we influence behavior?
- Reinforcement: Responses/consequences that increase the frequency of a behavior
- Punishment: Responses/consequences that decrease the frequency of a behavior
- Positive reinforcement: Adding a stimulus to increase a behavior
- Negative reinforcement: Removing a stimulus to increase a behavior
- Positive punishment: Adding a stimulus to decrease a behavior
- Negative punishment: Removing a stimulus to decrease a behavior
Generative Linguistics (Chomsky - 1960s)
- Chomsky's theory: Language=set of definite rules to create unlimited sentences
- Originated from Saussure (1916)
- Parole: what is observed and called performance
- Langue: underlying language ability (akin to 'competence')
Competence vs. Performance
- Competence: unobservable knowledge of language
- Performance: observable use of language
Cognitive Psychology
- Meaning, understanding, and knowing are important data points for psychological study
- Shift from description to explanation
- Focus on "why" instead of "what"
- Emphasis on discover psychological principles of organization and functioning
Constructivism
- Cognitive version (Piaget, 1954): Learning is a developmental process of change, self-generation, and construction; builds on prior learning
- Social version (Vygotsky, 1978): Social interaction and discovery are crucial; Zone of Proximal Development is essential
Piaget vs. Vygotsky
- Piaget: Importance of individual cognitive development; Biological timetables and stages are basic; Social interaction triggers development.
- Vygotsky: Rejected predetermined stages; Social interaction fosters cognitive development
Method and Postmethod
- Methods are too prescriptive and top-down
- Postmethod era advocates a bottom-up approach that is context-specific and flexible
- Key aspects: Particularity (e.g., students' needs and context), practicality (e.g., encouraging teachers to theorize), possibility (e.g., socio-political consciousness learners bring)
First Language Acquisition
- Theories of first language acquisition; Practice and frequency; Competence and performance; Imitation
Behaviorism
- Effective language behavior = production of correct responses to stimuli
- Children produce reinforced linguistic responses
- Classical and operant conditioning are important
Challenges of Behaviorism
- Poverty of stimulus: Children are not exposed to enough data to acquire all language features
- Creativity: Children produce new utterances
Mediation Theory
- Psychological model of attitude formation and influence on behavior
- People don't respond directly to stimuli
- Different cognitive components mediate stimuli's perceptions and values
The Nativist Approach
- Children are born with innate ability to organize language
- Language-specific abilities help them learn a language.
Challenges of the Nativist Approach
- Parallel distributed processing: Language learning is not linear
Connectionism
- Learning by strengthening certain connections
Emergentism
- System or entity develops novel properties at certain complexity
Functional Approach
- Need to learn to choose language to meet particular situational needs
- Importance of social context and performance (e.g., ZPD)
Theories of First Language Acquisition
- Behaviorist, Mediation Theory, Nativist, and Functional
Which one is more important between competence and performance?
- Competence refers to underlying knowledge.
- Performance shows observable manifestation of knowledge.
What is wrong with Adam?
- Adam gives nonsensical answer, showing a difference between linguistic competence and performance.
Comprehension vs. Production
- Most research findings suggest comprehension is stronger than production in child language learning.
Nature vs. Nurture
- Common features of all language = principles
- Language-specific aspects = parameters
Do Imitating Work?
- Example showing that children don't always imitate correctly
Practice and Frequency
- Practice doesn't make perfect; but practice does make better
Age and Acquisition
- Critical period hypothesis (CPH), different versions, lateralization, significance of accent, age and language teaching methods
CPH: a sensitive period
- Biologically determined period for language learning
- Acquisition more easily at an earlier age
- Later acquisition becomes increasingly difficult
Hemispheric Lateralization
- Functions assigned to either the left (intellectual, logical, analytic) or right (emotional, social) hemispheres of the brain.
Lower and Higher Order Processes
- Support for neurologically based critical period mainly for authentic accent acquisition
- Weaker support for communicative fluency and higher-order processes
Strong and Weak Versions of CPH
- Sensitive periods are special time windows
- Critical periods require specific experience for subsequent normal functions.
Equilibration
- Process of organization of knowledge stepwise
- From doubt and uncertainty (disequilibrium) to resolution and certainty (equilibrium - and back)
- Cycle continues
Affective Considerations
- Egocentricity\
- Inhibition\
- Language ego\
- Attitude\
- Peer pressure
Language Ego
- Dynamic and flexible through puberty
- New language "threat" or inhibition is less during puberty
- Adaptation is usually easier when sociocultural factors are favorable
Total Physical Response (TPR)
- Method focusing on listening followed by physical responses
- Effective for beginning levels of language proficiency; Use as instructional activity
- No necessary verbal response required
The Natural Approach
- L2 acquisition like child language acquisition
- Exposure to comprehensible input (without forced grammar study) important
Human Learning
- Respondent and operant conditioning; Punishment and reinforcement; Ausubel's Subsumption Theory; Rote vs. meaningful learning; Humanistic approaches
Respondent vs. Operant Conditioning (Pavlov vs. Skinner)
- Skinner's neobehaviorism differed from Pavlov's respondent conditioning in emphasizing the importance of reinforcement following desired behavior instead of preceding stimuli.
Operant Behavior
- Skinner's theory of operant behaviors
Punishment
- Skinner's view of punishment as a response that decreases the frequency of a behavior, either by removing a positive reinforcer or adding an aversive stimulus.
Positive vs. Negative Reinforcement and Punishment
- Defined examples of positive and negative reinforcement, and punishment.
How do you connect operant conditioning to language learning?
- Step-by-step reinforcement and controlled practice
- Programmed instruction (structured learning at own pace)
Ausubel's Subsumption Theory
- Human learning is a meaningful, relational process where new information relates to existing cognitive structures.
Subsumption
- Meaningful learning, relating, organizing, new knowledge under inclusive concepts.
Rote Learning
- Rote learning as a contrasting concept to subsumption
- Acquisition of discrete units; relatively isolated from existing cognitive structures
Example of Subsumption & Rote Learning
- Examples of subsumption and rote learning.
Rote Learning (continued)
- In rote learning, there's no clear connection and ineffective retention.
Meaningful Learning (continued)
- Acquisition and storage of knowledge anchored to existing cognitive systems.
- Systematic forgetting.
Obliterative Forgetting
- Meaningful learning involves intentional and systematic forgetting as part of the subsumption process.
- Forgetting as a second stage of subsumption, reducing to the common denominator
More Elaborations on Forgetting
- Forgetting is more economical and less burdensome to keep more inclusive concepts while subsuming specific items.
Cognitive Pruning
- Process of eliminating unnecessary details to make a more integrated, inclusive whole.
Rogers's Humanistic Psychology
- Focus on social and interactive nature of learning
- Affective states and context are critical for learning
Key Features of Humanistic Psychology
- Social and interactive nature of learning
- Importance of subjective experiences
- Whole person (emotions are as important as cognition)
- Non-threatening environment
Perspectives on Human Learning: Table
- Overview of different perspectives on human learning, comparing their core concepts
Individual Differences
- Styles vs. strategies; Different learning styles; Self-regulation; Communication strategies
Styles vs. Strategies
- Styles = general characteristics
- Strategies = specific actions
Learning Styles
- Field independence vs. field sensitivity; Random vs. sequential learning; Global vs. particular learning; Inductive vs. deductive learning; Synthetic vs. analytic learning, Concrete vs. abstract leaning; Impulsive vs. reflective leaning; Left-brain vs. right-brain dominance; Ambiguity tolerance vs. intolerance
- Visual, auditory, and kinesthetic modalities
Field Independence vs. Field Sensitivity
- FI: ability to separate parts from the whole, find hidden details, focus on specific information
- FS: ability to perceive the whole picture, larger view
FI vs FS
- Affective aspects based on FI / FS dimensions
FI/FS and language learning
- Some studies connected FI to classroom learning
- FS style correlates with communicative aspects of language learning
Ambiguity Tolerance / AT
- Describes how people perceive and deal with uncertainty/contradictions
Ambiguity Tolerance (continued)
- Pros and cons of being more / less ambiguity tolerant in language learning
Reflectivity & Impulsivity
- Individuals show tendencies towards quick/gambling or slower/calculated decisions.
- Systematic thinkers carefully consider different perspectives.
- Impulsive types take a number of different chances before a solution is attained.
Self-Regulation
- Autonomous process developing awareness, setting goals, monitoring performance, adapting strategies, and holding positive beliefs about self
Strategies
- Specific actions to solve specific problems
- Cognitive; Metacognitive; Socioaffective
Communication Strategies
- Avoidance strategies
- Compensatory strategies
Affective Factors in SLA
- Self-esteem and its different versions; Attribution theory; Willingness to communicate; Inhibition and language ego; Anxiety; Motivation
Self-Esteem
- Global self-esteem
- Situational self-esteem
- Task self-esteem
Attribution Theory & Self-Efficacy
- High self-efficacy=failure attributed to insufficient effort
- Low self-efficacy=failure attributed to external reasons
Willingness to Communicate
- Underlying predisposition toward communication versus avoidance
Application of Language Ego to Language Learning
- Thin ego boundaries vs thick ego boundaries
Anxiety
- Trait vs. state anxiety
- Debilitative (negative) vs. facilitative (positive) anxiety
Language Anxiety
- Communication apprehension\
- Fear of negative social evaluation\
- Test anxiety
Theories of Motivation
- Behaviorist (anticipation of reward)\
- Cognitive (choices, experiences, goals)\
- Constructivist (social context, individual choices, personal values)
Different Types of Motivation
- Intrinsic\
- Extrinsic\
- Integrative\
- Instrumental
Language, Culture, and Identity
- What is culture?\
- Linguistic relativity\
- Acculturation and enculturation\
- Four stages of culture acquisition\
- World Englishes and Imperialism\
- Tips for teaching culture
What is Culture?
- Context of existence, thinking, feeling, and relating to others
- System of rules (explicit & implicit)
- Stability but potential to change
Stereotypes
- Group characteristics assigned to individuals based on cultural membership
- Often inaccurate; dynamic and contextualized culture
Linguistic Relativity
- Language influences how we perceive and think about reality
- Examples like Inuit terms for snow
Acculturation and Enculturation
- Acculturation: adopting culture not native to you
- Enculturation: learning native culture over time
Examples of Acculturation
- Eating new foods\
- Participating in new holidays
Four Stages of Culture Acquisition
- Initial euphoria\
- Culture shock\
- Irritability & hostility\
- Gradual adjustment\
- Accomplishment & acceptance
Deculturation
- Neglect or loss of cultural characteristics, deliberately or incidentally
Social Distance: Parameters
- Dominance / power relationships\
- Extent of integration\
- Congruency
Good Learning Condition
- Positive attitudes between cultures necessary for successful acculturation
Good vs. Bad Language Learners
- Self-perception of distance for effective learning.
World Englishes
- English learning in India not involving a new culture
Linguistic Imperialism
- Devaluation or genocide of native languages
Tips for Teaching Culture
- Activity value customs\
- Avoid stereotypes\
- Avoid devaluing native languages\
- Recognize willingness to participate\
- Be sensitive to gender roles\
- Connect language features and cultural contexts\
- Use students' rich experiences
- Promote intercultural thinking\
- Help students construct social identities in a positive community.
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Description
Test your understanding of key concepts in learning strategies, styles, and self-regulation. This quiz covers various communication strategies in education and the implications of individual differences in learning. Brush up on your knowledge about forgetting processes and language principles with thought-provoking questions.