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Pedagogical Practice II - The Conceptual Basis of Second Language Teaching and Learning
Transcript of Pedagogical Practice II - The Conceptual Basis of Second Language Teaching and Learning
OF SECOND LANGUAGE
TEACHING AND LEARNING
All cultures have their OWN concept of teaching, learning
the function of education is
to create conditions where learners might generate their own skills and knowledge
education is the process whereby learners make their own meaning
the function of education is
the transmission of a body of facts
education is a matter of
making meaning for the learner
learners must reconstruct the skills and knowledge for themselves
learner's personal experiences are taken for deciding how to organize the learning process
experiential learning builds a bridge from the known to the new
Emphasis on teacher's authority
Passive recipient, individual work
Static, hierarchical grading of subjects
Knowledge of facts, focus on content and product
Product-oriented, achievement testing
Teacher as learner among learners
Facilitator and collaborator
Active participator, collaborative work
Construction of personal knowledge
Dynamic, looser organization, integrative
Focus on process, learning, social and communicative skills
Process-oriented, reflection and
1. View of
2. Power relation
3. Teacher's role
4. Learner's role
5. View of
6. View of
the process of learning in which one begins with rules and principles and then applies the rules to particular examples and instances
the process by which the learner arrives at rules and principles by studying examples and instances
describes a classroom in which learners are required to learn actively, through doing, rather than through focusing on the teacher
Is the teacher's
The teacher´s role is enhanced in a learner-centered system
and the skills demanded of the teacher are also greater
Principles of Adult Learning
(formulated by Brundage & Macheracher)
Adults who value their own experience or whose experience is valued by others are better learners
Adults who are involved in developing learning objectives learn best.
Adults learn best when the contents and the learning process is relevant to them.
Adults learn best when the new information is presented through variations and repetitions.
The learner reacts to all experiences as he / she perceives it, not as the teacher presents it.
Adults do not learn when overstimulated or when experiencing extreme stress or anxiety.
Learners' contributions to
the learning process
Step : Make instruction goals clear to learners
Step Allow learners to create their own goals
Step : Raise awareness of learning processes
Step : Help learners identify their own preferred styles and strategies
Step : Encourage learner choice
Step : Allow learners to generate their own tasks
point of departure
Target tasks or Real-World tasks
No linguistic outcome
'Listening to the weather forescast and decide what to wear'
'Responding to a party invitation'
Dimensions of task
Students participate actively