Professional Documents
Culture Documents
OF LANGUAGE
LEARNING
WHAT IS ACTUALLY A HABIT
FORMATION IN LANGUAGE LEARNING?
Habit formation was defined by contemporary
foreign language educators as the "production
of linguistics responses to stimuli by imitation
and repetition in pattern drill" (Rivers, 2001).
Habit is a pattern of behaviour that is regular
and which has become almost automatic as a
result of repetition. Linguists and
psychologists disagree about how much habit
formation is involved in language learning.
The behaviourists hold that language
acquisition is a product of habit formation.
WHO DEFINED LEARNING AS
HABIT FORMATION?
Behaviourism: Learning as habit formation.
The first coherent theory of learning. Based
on the work of Pavlov.
The basic exercise technique of a
behaviourist methodology is pattern
practice. Particularly in the form of
language laboratory drills.
THEORY OF ‘HF’
Learning is a mechanic process of habit
formation and proceeds by means of the
frequent reinforcement of a stimulus-
response sequence.
It provided the theoretical underpinning of
the widely used audio lingual method
The method is based firstly on the behaviorist
stimulus-response concept and secondly on
assumption that second language learning
should reflect and imitate the perceived
process of mother tongue learning.
HOW ARE HABITS FORMED?
Habit formation is the process by which a
behavior, through regular repetition,
becomes automatic or habitual.
This is modelled as an increase in
automaticity with number of repetitions up
to an asymptote. This process of habit
formation can be slow.
Some perceptions:
Never translate
New language should always be dealt
with in the sequence
Example:
Explaining complex concepts as time, emotions,
and consciousness in depth.
WHY IS PIAGET'S THEORY
IMPORTANT?
Jean Piaget's theory of cognitive
development provides a framework for
understanding how cognition, or thinking
develops. ... So providing ample
opportunities for children to interact with
the environment through all their senses
allows them to gain a better understanding
of the world around them.
VYGOTSKY THEORY
OF LANGUAGE
LEARNING
VYGOTSKY’S THEORY OF LANGUAGE
LEARNING
Language is a social context that is developed
through social interactions.
According to Lev Vygotsky, a 20th century
Soviet psychologist, language acquisition
involves not only a child’s exposure to words,
but also an independent process of growth
between thought and language.
Vygotsky influential theory of the “Zone of
Proximal Development” asserts that teachers
should consider a child prospective learning
power before trying to expand the child’s grasp
of learning.
WHAT IS VYGOTSKY’S ZPD
MEANT?
The zone of proximal development
(sometimes abbreviated ZPD), is the difference
between what a learner can do without help
and what he or she can do with help.
The zone of proximal development is an
important concept in the fields of both
education and psychology. By understanding
how the ZPD works, educators and
instructional designers can be better prepared
to create instruction and learning programs
that maximize the tools and resources
available to students.
ZPD VS SCAFFOLDING
Scaffolding is a term that sprung out of the
concept of the ZPD. It refers to the help or
guidance from an adult or more competent peer to
allow the child to work within the ZPD. Just as in a
building project, the scaffolding is erected to
support the building process, but then removed
when it is no longer needed.
Example of scaffolding:
Ifstudents are not at the reading level required to
understand a text being taught in a course, the teacher
might use instructional scaffolding to incrementally
improve their reading ability until they can read the
required text independently and without assistance
Vygotsky theory of language is based on
constructivist learning theory, which
contends that children acquire knowledge as
a result of engaging in social experiences.