Other lines of research

1. Language acquisition involves

cognitive as well as affective
dimensions.
2. The nativist approach focused on the
forms of the language and not on the
deeper functional levels of meaning
constructed from social interaction.
(Brown, 2007, p. 33)
 COGNITIVISM

•Brown, H. D. (2007). Principles of language learning and

teaching. (5th ed). White Plains, NY: Pearson Education.
(Cap. 2, pp. 24-35)

•Williams,M. & Burden, R. (1997). Psychology for language

teachers: A social-constructivist approach. Cambridge:
Cambridge University Press. (Cap. 1)
 COGNITIVISM
Information
processing theory
Constructivism
 Cognitivism
cognoscere: to know

 How the human mind thinks and learns.

 Mental processes are the focus of study.

 Individualsare actively involved in the

learning process, using various mental
strategies.
Information-processing Theory
Information-processing Theory
 Information-processing Theory

 Attention
 Memory
 Intelligence
1. Traditional view
2. Gardner
3. Vernon
CONSTRUCTIVISM
 Jean Piaget (1896-1980)
 Swiss psychologist.

 The major figure in 20th-century developmental

psychology.

(Taken from https://www.britannica.com/biography/Jerome-Bruner)

 Jean Piaget (1896-1980)
Learning = meaning-making process

 Individuals are actively involved in constructing

personal meaning from their experiences.
 Background knowledge interacts with new
knowledge
Jerome Bruner (1915-2016)
 Jerome Bruner
 American psychologist and educator.

 His theories had a strong influence on the

American educational system and helped
launch the field of cognitive psychology.

(Taken from https://www.britannica.com/biography/Jerome-Bruner)

 Jerome Bruner
 Bruner (in contrast to Piaget) looked to
environmental and experiential factors.

 Bruner’s thinking became increasingly

influenced by writers like Lev Vygotsky and he
began to be critical of the intrapersonal focus he
had taken, and the lack of attention paid to
social and political context.
 Jerome Bruner
We begin with the hypothesis that any subject can
be taught effectively in some intellectually honest
form to any child at any stage of development.
(Bruner, 1960, p. 33)

The
3 Modes of Learning by
development of
thinking discovery
cognitive skills

Spiral
Scaffolding
curriculum
SOME KEY CONCEPTS
Scaffolding
 “A bridge used to build upon what students
already know to arrive at something they do
not know. If scaffolding is appropriately
administered, it will act as an enabler, not
as a disabler” (Benson, 1997)
 verbal guidance which an expert provides
to help a learner perform any specific task,
or the verbal collaboration of peers to
perform a task which would be too difficult
for any one of them individually
SOME KEY CONCEPTS
Scaffolding
 scaffolded help (Wood et al,1976)
- simplifying the task
- maintaining pursuit of the goal
- marking critical features and discrepancies
between what has been produced, and the
ideal solution
- controlling frustration during problem solving
- demonstrating an idealized version of the act
to be performed.
 Jerome Bruner
 “To instruct someone is not a matter of getting
him to commit results to mind. Rather, it is to
teach him to participate in the process that
makes possible the establishment of
knowledge. We teach a subject not to produce
little living libraries on that subject, but rather to
get a student to think mathematically for
himself, to consider matters as an historian
does, to take part in the process of knowledge-
getting. Knowing is a process not a product.
(Bruner, 1966, p. 72)
Jerome Bruner (1915-2016)

How does teaching influence learning?

https://www.youtube.com/watch?v=aljvAuXqhds&t=241
s
Jerome Bruner (1915-2016)

How does teaching influence learning?

Learning how to Learning must have

learn a purpose