6-Human-learning-人类语言学.ppt

Human Learning吕旸陈莹王理娜孔韶辉郝亦佳费小玉Main contents of this chapter1.Fourdifferenttheoriesoflearninginthefieldofpsychology2.Eighttypesoflearning3.Threephenomenainsecondlanguageacquisitionandtheirmeanings4.Inductiveanddeductivereasoningandsecondlanguageacquisition5.Intelligenceandsecondlanguagelearning1.1 Four different theories of learning in the field of psychology1)classicalbehaviorism;2)neo-behaviorism;3)meaningfullearningtheory;4)humanisticpsychologyFrombehavioristicsideFromcognitivesideClassical behaviorismThe Russian psychologist Ivan Pavlov.The learning process consists of the formation of associations between stimuli and reflexive responses.Classical or Respondent conditioningClassicalconditioningisStimulus(S)elicitsResponse(R)conditioningWhereclassicalconditioningillustratesS-Rlearning,operantconditioningisoftenviewedasR-SlearningInthisclassicalexperiment,Pavlovtrainedadog,byrepeatedoccurrencestoassociatethesoundofthebellwithsalivationuntilthedogacquiredaconditionedresponse:salivationatthesoundofthebell.Apreviouslyneutralstimulushadacquiredthepowertoelicitaresponsethatwasoriginallyelicitedbyanotherstimulus.Neo-behaviorismB.F.SkinnerOperantconditioningOperantbehaviorisbehaviorinwhichone“operates”ontheenvironment,withinthismodeltheimportanceofstimuliisdeemphasized.Next1.When an event that follows a behavior results in the behavior having a lower probability of happening in the future the process that is at work is known as:a.punishmentb.reinforcement2.Anyeventorstimulusthatincreasesthefrequencyofthebehavioritfollowsiscalled:a.apunisherb.areinforcerab1.Respondentsaresetsofresponsesthatareelicitedbyidentifiablestimuli.2.Operantsaresetsofresponsesthatareemittedandgovernedbytheconsequencestheyproduce.e.g.:cryingababygetshurtHecriesacryingbabyhegetsfedInclassicalconditioning,theimportanceofstimuliisemphasized(imitation,practice,habitformation),whileinoperantconditioning,theconsequencesofourbehaviorisemphasized（rewardsandnopunishment).ROMeaningful learning theory David AusubelLearning is a meaningful process of relating new events or items to already existing cognitive concepts or propositions.Rote learning and meaningful learning.Systematic forgettingRotelearninginvolvesverbatimmemorization.Rememberingphonenumbers,anddates,andnamesareexamplesofrotelearning.Repeatingthistypeofmaterialhelpsalearnerrecallitexactlyasitwaspresented.Stuffthatdoesntrelatetoanythingelseislearnedbyrote.wMeaningfullearning,ontheotherhand,istiedandrelatedandintegratedtopreviouslearning.Needlesstosay,meaningfullearningisgenerallymorepowerfulandinteresting.imagine you were asked to take 30 seconds to memorize the following code symbols for the numbers 1-9:But.withonesimplechangetothewayinwhichthesymbolsarepresented-andwithoutchangingthesymbols:Systematic forgettingForgettingissystematic.Forgettingisreallyasecondstageofsubsumption(归入整合过程)foran economical reasonthroughcognitivepruning（认知删除）whereasingleinclusive/global(广泛全面的)conceptthanalargenumberofmorespecificitemsisretained（记忆）.Meaningful learning theoryAnylearningsituationcanbemeaningfuliflearnershaveameaningfullearningsetandthelearningtaskitselfispotentiallymeaningfultothelearners.Ameaningfullylearned,subsumeditemhasgreaterpotentialforretention.Humanistic psychology Carl Rogerss humanistic psychology has more of an affective focus than a cognitive one.Rogers studied the“whole person”as a physical,cognitive,but primarily emotional being,that is,learners should be respected as human beings.What is needed is real facilitators of learning,one can only facilitate by establishing an interpersonal relationship with the learners.Learninghowtolearnismoreimportantthanwhatistaught.wTeachersasfacilitatorsmustprovidethenurturingcontextforlearningandnotseetheirmissionasoneofratherprogrammaticallyfeedingstudentsquantitiesofknowledgewhichtheysubsequentlydevourandteachersmustestablishaclimateofnondefensivelearningwempowermentofstudents(studentsareallowedtonegotiatelearning)Eight types of learning 1)signal learning 2)stimulus response learning3)chaining 4)verbal association 5)multiple discrimination6)concept learning7)principle learning 8)problem solving behavioristiccognitive1)Signallearninggenerallyoccursinthetotallanguageprocess.2)Stimulusresponselearningisquiteevidentintheacquisitionofthesoundsystemofaforeignlanguage.3)chainingisevidentintheacquisitionofphonologicalsequencesandsyntacticpatterns.4)verbalassociationisnotreallyaseparatetypeoflanguagelearning.5)multiplediscriminationsarenecessaryinSLLwhere,forexample,awordhastotakeonseveralmeanings.6)Conceptlearningisintheacquisitionoflinguisticconceptssuchasrulesofsyntax.7)Principlelearningistheextensionofconceptlearningtotheformationofalinguisticsystem.8)Problemsolvingoccurswhenthelearnermeetsproblemstobesolved.Three phenomena in SLLtransfer1)Transferisageneraltermdescribingthecarryoverofpreviousknowledgetosubsequentlearning.2)transferpositiveandnegative3)positivetransfer:thepriorknowledgebenefitsthelearningtask4)negativetransfer:thepreviousknowledgedisruptsthelearningtaskInterference Interference:previouslylearnedmaterialinterfereswithsubsequentmaterialExamples: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）Open the door see mountain（开门见山）（开门见山）Five flowers eight doors（五花八门）（五花八门）People mountain people sea（人山人海）（人山人海）Overgeneralization Overgeneralization:it is the use of previously available strategies in new situations.In SLL overgeneralization is a process that occurs as the second language learner acts within the target language,generalizing a particular rule or item in the second language beyond legitimate bounds.Example：1)Headvisedmetogiveupsmoking.2)Hetoldmetogiveupsmoking.3)*Hesuggestedmetogiveupsmoking.Inductive and DeductiveInductivereasoning:onestoresanumberofspecificinstancesandinducesagenerallaworconclusionthatgovernsthespecificinstances.Deductivereasoning:isamovementfromgeneralizationtospecificinstances.Inductive:fromspecifictogeneralDeductive:fromgeneraltospecificDeductive Reasoningtop-down)Wemightbeginwiththinkingupatheory aboutourtopicofinterest.Wethennarrowthatdownintomorespecifichypothesesthatwecantest.Wenarrowdownevenfurtherwhenwecollectobservationstoaddressthehypotheses.Thisultimatelyleadsustobeabletotestthehypotheseswithspecificdata-aconfirmation(ornot)ofouroriginaltheories.Inductive Reasoning(bottom-up)Ininductivereasoning,webeginwithspecificobservationsandmeasures,begintodetectpatternsandregularities,formulatesometentativehypothesesthatwecanexplore,andfinallyendupdevelopingsomegeneralconclusionsortheories.5.Intelligence and SLLHowardGardnerstheoryofintelligenceLinguisticintelligence(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-kinestheticintelligence(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)Robert Sternbergs“triarchic”view of intelligenceComponentialabilityExperientialabilityContextualabilityuOllersuggested,“Languagemaynotbemerelyavitallinkinthesocialsideofintellectualdevelopment,itmaybetheveryfoundationofintelligenceitself.”u“adeeprelationship,perhapsevenanidentity,betweenintelligenceandlanguageability.”Five“designer”methods in the classroomCommunityLanguageLearning(社团语言学习法)Suggestopedia(暗示法)TheSilentWay(默示教学法)TotalPhysicalResponse(全身反应法)TheNaturalApproach(自然教学法)Thankyouforyourattention!