MAIN LEARNING THEORIES AND SECOND LANGUAGE CLASSROOM TEACHING: SOME KEY POINTS L BEHAVIOURISM NaTivisw cocnimivism ‘coaNiTi SOCIAL COGNITIVISN HUMANISM | COMPETENCY BASED CONSTRUCTIVISM ‘monet EWS on WOW Imitation + repetition | Natural process, | Memon encoTing | Aecommodation & interaction of behavior, | Constructed theough | 297 Garetul planning of oer ‘Stimulus-response- Recreated and storage + retrieval, assimilation = cognition, personal & affective meaningful competences (K/S/A) Becunats reinforcement. Benerated by LAD _| Mfermationrecessng. | adaptation, environmental factors. | interaction MAIN Ais | Native learner = Expression of, ‘Cognitive growth, | Adaptation, sacial ‘Social interaction Personal and ethical oF securacy. A thought? Accuracy. | accuracy interaction, fuency. | accuracyand fluency. | growth. Fluency. and the global LANGUAGE w Communication, 8 | Communication. workplace. Accuracy LEARNING - a + Fluency. LA PROOF OF | Observable changein | ?? Language use: | Demonstration of | Shovis understanding » | Changes inthe paychoroual | Personal growth + LANGUAGE | behavior, Teacher competence and | cognitive abiity. T | interacts meaningfully. | functioning. Tobservation | motivation. Peer/setf + | ‘LEARNING observation. Exams. performance in ‘abservation/ exams | T. observation + exams, | OF Process + exams, T. observation + a eae Peale evaluation + Eternal ROLEOF | instructor Explains | 2? Organizer | instructor ole | Organizer. Some Gestor ef earn ‘Oiganider Evaluator, TEACHER: rules. Elicits responses, | Provides 2 natural | exolanation of rules. | negotiation with learner. Planner. Supervisor. corrects and imposes Builds awareness negotiates a Accountable to EA, reinforcement. [Buds awareness | See Attention to aerence. | fngnte Sve sect os EL, PISA, DESCRIPTION | Receptive io as innate capacity | Actwates conscious | Communicator active; — | Observation + repetitions | Searches for Tete “oar” Inwood OF LEARNER | information. Active to learn 17° & 2" mental strategies to | “doer” af specific tasks + | interaction. knowledge of self and | '" practical and useful "doer", Homogenous. | languages. +/- ee activities. Makes some Heterogeneous. Has social | others. intrinsically hepudhooudiheiial Motivated, Homogenous. Hetorogencor, Newas | A2esions with peers +7. | sedcommumestiveneess. | motivated laeeeecraee Motwvated ace Heterogeneous. MotWated Heterogeneous. ee TEACHING — | Audic-ing 7 que CALLA learning | Fonk, task based, TBL, PBL, EBL. whole person, Focus on specific metHoos | method, Oral Natural approach, | strategies. CLT? | funetional-notianal. CLT. | Scaffolding. CLT. Learner | emotional & physical sills, CLL. ICT. PBL. situational. Focus on | Building awareness. | PPP. Scaffolding. Learner | centered, needs. Attention to | Post method / post Skil & competency. if centered. __ difference: LA, US, M.l, | communicative CLASSROOM | Oring, strict. 2 Gap Sentence completion, | Group-work pairwork, | Questionnaires, Tasks. Projets. Use APPLICATION | repetition of short | Creative repetition | structural tables; | recreating texts in projects, tasks. inclvualized learning; | of CT. Frequent and EXAMPLES — | cialogues, texts, + eneration based | memorizing, role- | meaningful situations. | Repetition, dling. Open | catering mixed ability. | carefully graded grammar, vocabulary, | on notualinteractin | plays, dialogues... | Social interaction ended Performance: ate KEYWORDS | Repeilion,pastives | LAD, UG. Principles | Memory and induction, deduction, | Reciprocal causation. | Motivation, affect, | Efficacy. Fueney negative reinforcement. | and parameters. cognition, communication, prior Self-efficacy growth, Psychology. Interaction. CEFR. Baek box Recursion knowledge, stages Psycholinguistics.2P0_| intereultural Globatization, some Pavlov, Skinner, CHOMSKY GEORGE MILLERTE. | Dewey, (1859- Bandura (b. 1925) ‘Abrahain Maslow | OCDE. PISA. EU GENERAL 1920) ANDERSON. | 1952)Plaget(1896- | Vygotsky(1896-1934). | (1908-19978), Cal | P EXPONENTS PIAGET, BRUNER | 1980), BRUNER {b.1915} rope