ESP Theories of learning last questionnaire
- 1. 1. a) b) Look at the rules of behaviorist methodology on p.40. In what ways do they conflict with cognitive/affective views of learning? Cognitive learning: Doing a laboratory drill according to the behaviorism, in a cognitive manner, you don’t have a challenge because the answer of the task is controlled –guided and it wouldn’t be a problem –solving task in which you have to use previous learning. Affective learning: Doing a laboratory drill according to the behaviorism in an affective manner. In behaviorism the learner is viewed as a machine willing to do the task with an stimulusresponse not as a sensible human being acting just on an affective motivation.
- 2. 2. What value do you think structural pattern drills have? When your student is a beginner if they do a structural pattern drill, when the task is finished they will feel like if they accomplish a lot, something meaningful and that can be motivating for them. Why?............ You don’t translate( in some of the cases). That, it has to deal with a sequence : Hear, speak, read and write. Frequent repetition is essential to effective learning. The errors would be immediately corrected.
- 3. 3. What is the importance to language teaching of the view of language behavior as rule-governed activity? It means that the individual needs to acquire rules not forming habits. The individual uses prior experiences to complete a task. It uses individuals motivations in order to find basic patterns.
- 4. 4. Try to do the strategy task in figure 12. a) What strategies did you use to get your answers? I used Mentalism; rule -governed a) How did you feel about the experience? Did you find it satisfying or frustrating? I found it more frustrating than satisfying because I didn’t have much prior knowledge on the subject.
- 5. 5. Consider the motivation on your own student’s Does it resemble integrative( Internal) or instrumental(external) motivation?( share an example) In my case, I have both. I HAVE MANY STUDENT’S WHICH ARE HIGHLY MOTIVATED, I STARTED EXTERNALLY BUT NOW THEY ARE INTERNALLY, I HAD TO WORK HARD FOR THAT.(WITH GAMES AND PRICES).
- 6. 6. What practical implications does the model of learning on page 49 have for ESP materials and methodology? Make a set of precepts(principles, rules or guidelines) for a learning-centered methodology, like those for behaviorism methodology. Use a wide rage of strategies in the classroom, not just one. Such as: a) The affective factor. b) Problem solving activities. c) Cognitive code (so the learner will process and make sense of data). Try to motivate students first externally and then let them continue, using a minimal externally motivation. Have them practice more than the teacher in front of the class. And many more…………….