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Psycholinguistic aspects of learning a second language

An hermeneutic study of the psycholinguistic aspects involved in learning a second language.

Juan Rafael Miranda

on 3 May 2013

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Transcript of Psycholinguistic aspects of learning a second language

Psycholinguistic aspects of learning
a second language by Juan Rafael Miranda E. Some common misconceptions We "study" English! We learn grammar through study! Students understand what they have to do when we say "You have to think in English" Grammar is not important! Grammar rules do not apply in real life Think about how you learned your first language The first time a baby cries, it is not a calling.
It is but an instinctual response to a
physical discomfort. The concepts of "me" and "the others"
have not yet taken shape. When the baby cries, someone comes and satisfies the baby's needs. He learns to look into other people's

He learns to smile. Babbling and cooing The following stage, mostly encouraged by people who interact with the baby. Later babies begin to
understand that words have
a meaning and begin to
associate concepts logically
from their experience. How does this happen? Imitation Exposure Mom Mom Dad Dad Mom Dog Cat Milk Water Food Then we go to school Cell Skin Microscope Cell This is what we call... Study Knowledge Gra Grammar Phonetics Literature Orac Oraciones yuxtapuestas Oraciones subordinadas Oraciones coordinadas No dijo el porque. /No dijo el porqué. / No dijo el por qué. Yo sí se. / Yo si sé. / Yo sí sé. Hacia Hacía Penal Arco Árbol Área Most important exponents of "Nueva Narrativa
Latinoamericana" Author of "La Celestina"

Author of "Pedro Páramo" Now... if you think these questions are obscure... Use of the Simple present Use of an adverb Test results Of about 3048 students tested in the past six years... Only 2 Passed Training Skills Speaking
Writing Efficient speaker Conditions for a training process Exposure Interaction This Produces Adults usually resort to

grammar formulas S + V + C When Students "Study" grammar rules They produce "Declarative Knowledge" Studies conducted by pedagogists
all over the world point to the same conclusion: Nothing new "...grammar matters most when it has meaning beyond a set of memorized rules." Procedural Knowledge: Know how When students train their skills in English Knowledge Skills The McDonald's example IMPLICATIONS OF TRAINING SKILLS IN A LANGUAGE INSTEAD
OF STUDYING A LANGUAGE Meaningful tasks Experimentation Familiarity "Yo no sabo" effect Now, an incomplete classification
of personality types Obsessive Perfectionists

Hate making mistakes in public

Always want more grammar rules

Highly disciplined

Usually not inclined to undertake "silly
activities" Hysterical Risk-takers


More active

Emotionally driven

Not very disciplined Beyond Multiple Intelligences There are different learners, and there are
different learning styles BUT There are necessary conditions
for L2 acquisition to occur Exposure Interaction Which need to happen in L1 Learning And L2 Learning So what is the role of
the teacher
in this perspective? The teacher Facilitates Clarifies Motivates Plans Monitors Manages Promotes Autonomous
Learning Learning strategies "Learning strategies refer to methods that students use to learn.
This ranges from techniques for improved memory to better studying or test-taking strategies." From: http://tip.psychology.org/strategy.html Tasks have to have a clear, realistic purpose And we should give them enough opportunities
to use the competencies that are being assessed! In that process, learning strategies are Modelled Processed Selected Used
Autonomously And applied in different contexts Thanks for yout attention!
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