Professional Documents
Culture Documents
TEORYANG COGNITIVE
Ayon sa pananaw ng teoryang cognitive, ang pagkatuto ng wika ay isang
prosesong dinamiko kung saan ang nag-aaral ng wika ay palaging nangangailangang
mag-isip at gawing may saysay o makabuluhan ang bagong tanggap na impormayon,
alamin ang pumapailalim sa tuntunin, at mailapat ang mga ito upang makabuo ng
orihinal na pangungusap. Ayon sa mga cognitivist, ang pagkakamali ay isang
palatandaan ng pagkatuto at eksperimentasyon at hindi ito kagyat at tuwirang
iwinawasto.
Nakapokus ito sa pagtuklas na pagkatuto sa pamamagitan ng mga dulog na
pasaklaw at pabuod. Sa dulog na pabuod, ginagabayan ng guro ang pagkatuto sa
pamamagitan ng ilang tiyak na halimbawa at ipasusuri niya ang mga ito upang
makatukalas sila ng isang paglalahat. Ang dulog na pasaklaw na kabaligtaran ng
dulog na pabuod. Kung ang dulog na pabuod ay nagsisimula sa mga halimbawa
patungo sa paglalahat o pagbubuo ng tuntunin; ang dulog na pasaklaw naman ay
nagsisismula sa paglalahad ng tuntunin patungo sa pagbibigay ng mga halimbawa. Ang
teoryang cognitiveay palaging nakapokus sa kaisipang ang mga impormasyong ito’y
maiuugnay ng mga mag-aaral sa kanilang umiiral na istrukturang pangkaisipan at sa
kanilang dating kaalaman.
Ang teoryang cognitive at teoryang innatism ay magkatulad sa maraming
aspekto. Parehong pinanghahawakan ng mga teoryang ito na ang mga tao ay
ipinanganak na may likas na kakayahan upang matutuhan ang isang wika (page at
pinnel, 1979). Pinaniniwalaan ng mga innativist na hindi kailangang suportahan ang
bata sa pagtatamo ng wika dahil likas niya itong matututuhan. Samantalang sa kampo
ng mga cognitivist, kailangan ang pagtuturo at mga kaligiran sa pagkatuto na
magpapabilis sa pagkatuto ng wika.
TEORYANG MAKATAO
Ang teoryang makatao sa pagkatuto ay nagbibigay-diin sa kahalagahan ng mga
salik na pandamdamin at emosyunal. Tungkulin ng guro na maglaan at lumikha ng
isang kaaya-ayang kaligiran sa klasrum at isang pagkaklaseng walang pananakot kung
saan maginhawa ang pakiramdam ng bawat mag-aaral at malaya nilang nagagamit at
nasusuri ang bagong wikang natutuhan.
Ilan sa mga metodo sa pagtuturo ng wika na may kaugnayan sa makataong
tradisyon ay ang sumusunod: Community Language Learning ni Curran; angSilent
Way ni Gattegno at ang Suggestopedia ni Lazonov.
CONTENT-CENTERED EDUCATION
Ayon kina Brinton, Snow, at Weshe (1989), ang content-centered education ay
ang integrasyon ng mga pagkatuto ng mga nilalaman sa mga layunin ng pagtuturo ng
wika.
This is a brief overview of the monitor model for the reader to understand the main points. Readers are encouraged to study
more in-depth to gain a full appreciation of the history, development, and implementation of this theory. At the end are guiding
questions for the educator to contemplate about instruction and the monitor model.
The monitor model is an interesting set of hypotheses that were developed by Stephen Krashen in the late
1970s. The monitor model is interesting because some of its premises have been disproved, but during the
80s and 90s the monitor model was adopted by some educational systems much to their chagrin.
However, this is not to say that this theory is unusable for the language educator, but what is taken from
the theory and applied to the classroom must be weighted accordingly.
Acquisition-Learning Hypothesis
The origin of this hypothesis is completely flawed and science has disproved the basis, but if examined
from a different aspect, can be beneficial to instruction.
Krashen saw acquisition as subconscious learning that was facilitated by something Chomsky had
proposed in universal grammar (UG Theory) called the language acquisition device (LAD). The LAD was
a feature in the brain that helped people learn languages, but Chomsky would have to later admit that
there was no such thing.
If acquisition was subconscious, then the learning part of the hypothesis was what actually happens in the
classroom. Since the educator is making the students consciously aware of the information, this was
considered learning which is not as affective as acquisition.
Although there is no LAD as Krashen had considered when penning this hypothesis, many researchers do
note there can be a difference between subconscious learning (acquisition) and conscious learning
(learning).
Explicit Teaching Needed: The educational systems that adopted the monitor model were
damaged by acquisition-learning hypothesis because grammar was not explicitly taught. As a
result, writing suffered immensely because direct instruction of grammar is essential for
academic/school writing.
Find out more information on how to not to use Monitor Model in our online SLA course. Get
information and discounts on our course HERE.
How To Use
Learning: Teenagers, young adults, and adults can really benefit from actually learning
strategies and explicit grammar instruction. Writing is one of the four skills that benefits most
from grammar instruction in older students, so make it part of the curriculum.
Find out more information on how to use Monitor Model in our online SLA course. Get
information and discounts on our course HERE.
Monitor Hypothesis
The monitor hypothesis involves the acquisition center being monitored by the learning system. So the
acquisition center would produce language and what the student is/has been learning will allow the
student to monitor output. If the output matches, then no problem, but if the language produced is not
correct, then the monitoring of the learning system will help correct the acquisition center.
However, Krashen warns that over-monitoring can cause language production to be more geared towards
accuracy than fluency.
How To Use
Accuracy/Fluency: Krashen is correct in stating too much monitoring will impede fluency at
the benefit of being accurate. A balance should always be central as being too far on either end of
the spectrum is not good for communication.
Morpheme order studies covers this in more detail along with strategies for use.
Input Hypothesis
The input hypothesis revolves around students receiving an appropriate amount of input. However the
hypothesis believes it is not just input, but comprehensible input that is easily understood by the learner
that will deliver the grammar needed.
Adults: Input and grammar acquisition works for young learners as they have the ability pick up
language with proper interaction, but adults do not possess the ability to learn naturally like
children. Instead, adults use cognitive strategies to learn complex systems like grammar and
benefit from well structure taught input.
How To Use
Proper Input: This can be utilized across all instruction and not just grammar. Students not
only need input, but they need input that is easy to understand. Teaching language or teaching
materials that are too high for the students do little to progress their language ability or
understanding. This is a major key to instruction. Every educator needs to put this near the
top of his list of teaching beliefs.
This hypothesis suggests affective filter is a mental screen that filters input from reaching the language
acquisition center in the brain. There are many things that can trigger the mental filter such as conscious
learning, motivation, stress, classroom environment, confidence, etc…
How To Use
Factors Decrease Learning: Although there is no actual filter in the brain, it is well
documented that issues such as motivation, stress, classroom temperature, confidence, etc… do
contribute to a decrease in learning. Any educator who has taught in a sweltering classroom will
understand this point. The educator should try to address as many of these issues as possible as
environment has a big influence on learning.
Find out more information on how to use Monitor Model in our online SLA course. Get
information and discounts on our course HERE.
Final Thoughts
The monitor model is based on some flawed premises that really hurt the education systems that adopted
this theory. Children may not need explicit grammar teaching to speak fluently, but older learners
definitely need explicit grammar teaching to produce quality writing. Speaking and listening are skills that
children gain naturally through input, but reading and writing must be learned and teaching is vital for
these skills. The ideology at the time was a little faulty, so Krashen cannot be blamed for going with
current beliefs. Although many concepts in the monitor model are flawed, there are many bits of
information that can be readjusted and used for language teaching. As with any theory, there is some
falsehood and truth delicately intertwined inside. Educators should find the truths that speak to them and
use them to the best of their ability.