5 Theories of Learning
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The document discusses 5 theories of learning: behaviorism, mentalism, cognitive code, affective factor, and learning & acquisition. It provides details on each theory, including their key aspects. Behaviorism emphasizes stimulus-response and reinforcement, mentalism sees learning as acquiring rules, cognitive code views learners as active thinkers, and affective factor acknowledges the role of emotions. A model is proposed that learning involves connecting new knowledge to existing networks through problem-solving strategies, while acknowledging individual differences in learners.
5 Theories of Learning
- 1. 5 Theories of Learning 1. Ahmad Syakur 2. Wardatus Shodriyah 3. Kuswan Hadi 4. Selvia Dewi Permuni Suci 5. Sabela Furi Astari 6. Abdul Hamid Aly
- 2. The Background The starting point of all language teaching should be an understanding of how people learn. Language learning and teaching lies not in the analysis of the nature of language but understanding the structure and processes of the mind. Developments of learning theory have followed a similar pattern and each has some effect on the other.
- 3. Behaviorism (Learning as habit Formation) It emphasizes stimulus, response, and reinforcement as the basic elements of learning. In behaviorism, learning is regarded as a habit formation.
- 4. Mentalism (Thinking as rule-governed activity) Human mind was able to cope with an infinite range of possible situation. Learning consist not of forming habits but of acquiring rules, a process in which individual experiences are used by the mind to formulate the hypothesis.
- 5. Mentalism (Thinking as rule-governed activity) The mind, does not just respond to a stimulus, it uses the individual stimuli in order to find the underlying pattern or system.
- 6. Cognitive Code (Learners as thinking beings) The cognitive view takes learner to be an active processor of information. Learners as thinking beings is they learn by thinking about and trying to make sense of what they see, feel and hear. The basic teaching technique associated with a cognitive theory of language learning is the problem-solving task.
- 7. Cognitive Code (Learners as thinking beings) The cognitive view of learning has had a significant impact on ESP through the development of courses to teach reading strategies.
- 8. The Affective Factor (Learners as emotional beings) Although we are all our aware of feelings and their effects on our actions, we invariably seek answers to our problems in rational terms. The importance or the emotional factor. We can represent the cognitive/ affective interplay in form of a learning cycle.
- 9. Learner wants to learn Learner applies cognitive powers to acquire knowledge Learning is successful Learners’ competence develops Increased competence enables learner to learn more easily Learner sees learning as an enjoyable and satisfying experience Figure 13: A positive learning cycle Entry point
- 10. The Affective Factor (Learners as emotional beings) There are two forms of motivation 1. Instrumental motivation 2. Integrative motivation • Both forms of motivation are probably present in all learners but each exercises a varying influence, depending on age, experience and changing occupational or social needs. • Learners are not machines, they need relevance that is sweetened with enjoyment, fun, creativity and a sense of achievement.
- 11. Learning & Acquisition This reflects our view that for the second language learner both processes are likely to play a useful part and that a good ESP courses will try to exploit both.
- 12. A Model for Learning The only acquire meaning and use when they are connected into the network of existing knowledge. In the act of acquiring new knowledge it is the learner’s existing knowledge that makes it possible to learn new items. Items of knowledge are not of equal significance. Some items are harder to acquire, but may open up wide possibilities for further learning.
- 13. The learner will make better progress by developing strategies for solving the learning problems that will arise. Language is a system. If the learner sees it as just a haphazard set of arbitrary and capricious obstacles, learning will be difficult, if not impossible. So ,with learning, a need to acquire knowledge is a necessary factor, but of equal, if not greater importance, is the need to actually enjoy the process of acquisition.
- 14. Conclusion Taking what is useful from each theory and trusting about experience as being teacher Theories of learning and language descriptions are not casually linked.