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1、HumanLearning1Maincontentsofthischapter1.Fourdifferenttheoriesoflearninginthefieldofpsychology2.Eighttypesoflearning3.Threephenomenainsecondlanguageacquisitionandtheirmeanings4.Inductiveanddeductivereasoningandsecondlanguageacquisition5.Intelligenceandsecondlanguagelearning21.1Fourdifferenttheorieso
2、flearninginthefieldofpsychology1)classicalbehaviorism;2)neo-behaviorism;3)meaningfullearningtheory;4)humanisticpsychologyFrombehavioristicsideFromcognitiveside3ClassicalbehaviorismwTheRussianpsychologistIvanPavlov.wThelearningprocessconsistsoftheformationofassociationsbetweenstimuliandreflexiverespo
3、nses.wClassicalorRespondentconditioning4567ClassicalconditioningisStimulus(S)elicitsResponse(R)conditioningWhereclassicalconditioningillustratesS-Rlearning,operantconditioningisoftenviewedasR-SlearningInthisclassicalexperiment,Pavlovtrainedadog,byrepeatedoccurrencestoassociatethesoundofthebellwithsa
4、livationuntilthedogacquiredaconditionedresponse:salivationatthesoundofthebell.Apreviouslyneutralstimulushadacquiredthepowertoelicitaresponsethatwasoriginallyelicitedbyanotherstimulus.8Neo-behaviorismwB.F.SkinnerwOperantconditioningwOperantbehaviorisbehaviorinwhichone“operates”ontheenvironment,within
5、thismodeltheimportanceofstimuliisdeemphasized.9Next 1011w1.Whenaneventthatfollowsabehaviorresultsinthebehaviorhavingalowerprobabilityofhappeninginthefuturetheprocessthatisatworkisknownas:a.punishmentb.reinforcement2.Anyeventorstimulusthatincreasesthefrequencyofthebehavioritfollowsiscalled:a.apunishe
6、rb.areinforcerab121.Respondentsaresetsofresponsesthatareelicitedbyidentifiablestimuli.2.Operantsaresetsofresponsesthatareemittedandgovernedbytheconsequencestheyproduce.e.g.:cryingababygetshurtHecriesacryingbabyhegetsfedInclassicalconditioning,theimportanceofstimuliisemphasized(imitation,practice,hab
7、itformation),whileinoperantconditioning,theconsequencesofourbehaviorisemphasized（rewardsandnopunishment).RO13MeaningfullearningtheorywDavidAusubelwLearningisameaningfulprocessofrelatingneweventsoritemstoalreadyexistingcognitiveconceptsorpropositions.wRotelearningandmeaningfullearning.wSystematicforg
8、etting14wRotelearninginvolvesverbatimmemorization.Rememberingphonenumbers,anddates,andnamesareexamplesofrotelearning.Repeatingthistypeofmaterialhelpsalearnerrecallitexactlyasitwaspresented.Stuffthatdoesntrelatetoanythingelseislearnedbyrote.wMeaningfullearning,ontheotherhand,istiedandrelatedandintegr
9、atedtopreviouslearning.Needlesstosay,meaningfullearningisgenerallymorepowerfulandinteresting.15imagineyouwereaskedtotake30secondstomemorizethefollowingcodesymbolsforthenumbers1-9:16But.withonesimplechangetothewayinwhichthesymbolsarepresented-andwithoutchangingthesymbols:17SystematicforgettingwForget
10、tingissystematic.wForgettingisreallyasecondstageofsubsumption(归入整合过程)foraneconomicalreasonthroughcognitivepruning（认知删除）whereasingleinclusive/global(广泛全面的)conceptthanalargenumberofmorespecificitemsisretained（记忆）.18MeaningfullearningtheorywAnylearningsituationcanbemeaningfuliflearnershaveameaningfulle
11、arningsetandthelearningtaskitselfispotentiallymeaningfultothelearners.wAmeaningfullylearned,subsumeditemhasgreaterpotentialforretention.19HumanisticpsychologywCarlRogersshumanisticpsychologyhasmoreofanaffectivefocusthanacognitiveone.wRogersstudiedthe“wholeperson”asaphysical,cognitive,butprimarilyemo
12、tionalbeing,thatis,learnersshouldberespectedashumanbeings.wWhatisneededisrealfacilitatorsoflearning,onecanonlyfacilitatebyestablishinganinterpersonalrelationshipwiththelearners.20wLearninghowtolearnismoreimportantthanwhatistaught.wTeachersasfacilitatorsmustprovidethenurturingcontextforlearningandnot
13、seetheirmissionasoneofratherprogrammaticallyfeedingstudentsquantitiesofknowledgewhichtheysubsequentlydevourandteachersmustestablishaclimateofnondefensivelearningwempowermentofstudents(studentsareallowedtonegotiatelearning)21Eighttypesoflearningw1)signallearningw2)stimulusresponselearningw3)chainingw
14、4)verbalassociationw5)multiplediscriminationw6)conceptlearningw7)principlelearningw8)problemsolvingbehavioristiccognitive22w1)Signallearninggenerallyoccursinthetotallanguageprocess.w2)Stimulusresponselearningisquiteevidentintheacquisitionofthesoundsystemofaforeignlanguage.w3)chainingisevidentintheac
15、quisitionofphonologicalsequencesandsyntacticpatterns.w4)verbalassociationisnotreallyaseparatetypeoflanguagelearning.w5)multiplediscriminationsarenecessaryinSLLwhere,forexample,awordhastotakeonseveralmeanings.23w6)Conceptlearningisintheacquisitionoflinguisticconceptssuchasrulesofsyntax.w7)Principlele
16、arningistheextensionofconceptlearningtotheformationofalinguisticsystem.w8)Problemsolvingoccurswhenthelearnermeetsproblemstobesolved.24ThreephenomenainSLLwtransfer1)Transferisageneraltermdescribingthecarryoverofpreviousknowledgetosubsequentlearning.2)transferpositiveandnegative3)positivetransfer:thep
17、riorknowledgebenefitsthelearningtask4)negativetransfer:thepreviousknowledgedisruptsthelearningtask25InterferencewInterference:previouslylearnedmaterialinterfereswithsubsequentmaterial.wExamples: Goodgoodstudy,daydayup.（好好学习，天天向上）（好好学习，天天向上） Youreallyhavetwodownsons.（你真有两下子）（你真有两下子） Openthedoorseemou
18、ntain（开门见山）（开门见山） Fiveflowerseightdoors（五花八门）（五花八门）Peoplemountainpeoplesea（人山人海）（人山人海）26OvergeneralizationwOvergeneralization:itistheuseofpreviouslyavailablestrategiesinnewsituations.wInSLLovergeneralizationisaprocessthatoccursasthesecondlanguagelearneractswithinthetargetlanguage,generalizingapartic
19、ularruleoriteminthesecondlanguagebeyondlegitimatebounds.27wExample：1)Headvisedmetogiveupsmoking.2)Hetoldmetogiveupsmoking.3)*Hesuggestedmetogiveupsmoking.28InductiveandDeductiveInductivereasoning:onestoresanumberofspecificinstancesandinducesagenerallaworconclusionthatgovernsthespecificinstances.Dedu
20、ctivereasoning:isamovementfromgeneralizationtospecificinstances.Inductive:fromspecifictogeneralDeductive:fromgeneraltospecific29DeductiveReasoning(top-down)Wemightbeginwiththinkingupatheory aboutourtopicofinterest.Wethennarrowthatdownintomorespecifichypothesesthatwecantest.Wenarrowdownevenfurtherwhe
21、nwecollectobservationstoaddressthehypotheses.Thisultimatelyleadsustobeabletotestthehypotheseswithspecificdata-aconfirmation(ornot)ofouroriginaltheories.30InductiveReasoning(bottom-up)wIninductivereasoning,webeginwithspecificobservationsandmeasures,begintodetectpatternsandregularities,formulatesomete
22、ntativehypothesesthatwecanexplore,andfinallyendupdevelopingsomegeneralconclusionsortheories.315.IntelligenceandSLLHowardGardnerstheoryofintelligenceLinguisticintelligence(语言智能语言智能)Logical-mathematicalintelligence(数学逻辑智能数学逻辑智能)Spatialintelligence(空间智能空间智能)Musicalintelligence(音乐智能音乐智能)Bodily-kinesthet
23、icintelligence(身体运动智能身体运动智能)Interpersonalintelligence(人际智能人际智能)Intrapersonalintelligence(自我认知智能自我认知智能)Naturalistintelligence(自然认知智能自然认知智能)32RobertSternbergs“triarchic”viewofintelligencewComponentialabilitywExperientialabilitywContextualability33uOllersuggested,“Languagemaynotbemerelyavitallinkinthes
24、ocialsideofintellectualdevelopment,itmaybetheveryfoundationofintelligenceitself.”u“adeeprelationship,perhapsevenanidentity,betweenintelligenceandlanguageability.”34Five“designer”methodsintheclassroomwCommunityLanguageLearning(社团语言学习法)wSuggestopedia(暗示法) wTheSilentWay(默示教学法)wTotalPhysicalResponse(全身反应法)wTheNaturalApproach(自然教学法)35Thankyouforyourattention!36
