1、吕旸 陈莹 王理娜 孔韶辉 郝亦佳 费小玉 1ppt课件Main contents of this chapter1.Four different theories of learning in the field of psychology2.Eight types of learning3.Three phenomena in second language acquisition and their meanings4.Inductive and deductive reasoning and second language acquisition5.Intelligence and s
2、econd language learning 2ppt课件1.1 Four different theories of learning in the field of psychology 1)classical behaviorism;2)neo-behaviorism;3)meaningful learning theory;4)humanistic psychology From behavioristic sideFrom cognitive side3ppt课件Classical behaviorismw The Russian psychologist Ivan Pavlov.
3、w The learning process consists of the formation of associations between stimuli and reflexive responses.w Classical or Respondent conditioning4ppt课件5ppt课件6ppt课件7ppt课件Classical conditioning is Stimulus(S)elicits Response(R)conditioningWhere classical conditioning illustrates S-R learning,operant con
4、ditioning is often viewed as R-S learning In this classical experiment,Pavlov trained a dog,by repeated occurrences to associate the sound of the bell with salivation until the dog acquired a conditioned response:salivation at the sound of the bell.A previously neutral stimulus had acquired the powe
5、r to elicit a response that was originally elicited by another stimulus.8ppt课件Neo-behaviorismw B.F.Skinnerw Operant conditioningw Operant behavior is behavior in which one“operates”on the environment,within this model the importance of stimuli is deemphasized.9ppt课件10ppt课件11ppt课件w 1.When an event th
6、at 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.punishment b.reinforcement 2.Any event or stimulus that increases the frequency of the behavior it follows is called:a.a punisherb.a reinforcerab12ppt课件1.Resp
7、ondents are sets of responses that are elicited by identifiable stimuli.2.Operants are sets of responses that are emitted and governed by the consequences they produce.e.g.:crying a baby gets hurtHe cries a crying baby he gets fed In classical conditioning,the importance of stimuli is emphasized(imi
8、tation,practice,habit formation),while in operant conditioning,the consequences of our behavior is emphasized（rewards and no punishment).RO13ppt课件Meaningful learning theory w David Ausubelw Learning is a meaningful process of relating new events or items to already existing cognitive concepts or pro
9、positions.w Rote learning and meaningful learning.w Systematic forgetting14ppt课件w Rote learning involves verbatim memorization.Remembering phone numbers,and dates,and names are examples of rote learning.Repeating this type of material helps a learner recall it exactly as it was presented.Stuff that
10、doesnt relate to anything else is learned by rote.wMeaningful learning,on the other hand,is tied and related and integrated to previous learning.Needless to say,meaningful learning is generally more powerful and interesting.15ppt课件imagine you were asked to take 30 seconds to memorize the following c
11、ode symbols for the numbers 1-9:16ppt课件But.with one simple change to the way in which the symbols are presented-and without changing the symbols:17ppt课件Systematic forgettingw Forgetting is systematic.w Forgetting is really a second stage of subsumption(归入整合过程)for an economical reason through cogniti
12、ve pruning（认知删除）where a single inclusive/global(广泛全面的)concept than a large number of more specific items is retained（记忆）.18ppt课件Meaningful learning theoryw Any learning situation can be meaningful if learners have a meaningful learning set and the learning task itself is potentially meaningful to th
13、e learners.w A meaningfully learned,subsumed item has greater potential for retention.19ppt课件Humanistic psychology w Carl Rogerss humanistic psychology has more of an affective focus than a cognitive one.w Rogers studied the“whole person”as a physical,cognitive,but primarily emotional being,that is,
14、learners should be respected as human beings.w What is needed is real facilitators of learning,one can only facilitate by establishing an interpersonal relationship with the learners.20ppt课件w Learning how to learn is more important than what is taught.wTeachers as facilitators must provide the nurtu
15、ring context for learning and not see their mission as one of rather programmatically feeding students quantities of knowledge which they subsequently devour and teachers must establish a climate of nondefensive learningwempowerment of students(students are allowed to negotiate learning)21ppt课件Eight
16、 types of learning w 1)signal learning w 2)stimulus response learningw 3)chaining w 4)verbal association w 5)multiple discriminationw 6)concept learningw 7)principle learning w 8)problem solving behavioristiccognitive22ppt课件w 1)Signal learning generally occurs in the total language process.w 2)Stimu
17、lus response learning is quite evident in the acquisition of the sound system of a foreign language.w 3)chaining is evident in the acquisition of phonological sequences and syntactic patterns.w 4)verbal association is not really a separate type of language learning.w 5)multiple discriminations are n
18、ecessary in SLL where,for example,a word has to take on several meanings.23ppt课件w 6)Concept learning is in the acquisition of linguistic concepts such as rules of syntax.w 7)Principle learning is the extension of concept learning to the formation of a linguistic system.w 8)Problem solving occurs whe
19、n the learner meets problems to be solved.24ppt课件Three phenomena in SLLw transfer 1)Transfer is a general term describing the carryover of previous knowledge to subsequent learning.2)transfer positive and negative 3)positive transfer:the prior knowledge benefits the learning task 4)negative transfer
20、:the previous knowledge disrupts the learning task 25ppt课件Interference w Interference:previously learned material interferes with subsequent material.w Examples:Good good study,day day up.（好好学习，天天向上）（好好学习，天天向上）You really have two down sons.（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 f
21、lowers eight doors（五花八门）（五花八门）People mountain people sea（人山人海）（人山人海）26ppt课件Overgeneralization w Overgeneralization:it is the use of previously available strategies in new situations.w In SLL overgeneralization is a process that occurs as the second language learner acts within the target language,ge
22、neralizing a particular rule or item in the second language beyond legitimate bounds.27ppt课件w Example：1)He advised me to give up smoking.2)He told me to give up smoking.3)*He suggested me to give up smoking.28ppt课件Inductive and DeductiveInductive reasoning:one stores a number of specific instances a
23、nd induces a general law or conclusion that governs the specific instances.Deductive reasoning:is a movement from generalization to specific instances.Inductive:from specific to generalDeductive:from general to specific29ppt课件Deductive Reasoning(top-down)We might begin with thinking up a theory abou
24、t our topic of interest.We then narrow that down into more specific hypotheses that we can test.We narrow down even further when we collect observations to address the hypotheses.This ultimately leads us to be able to test the hypotheses with specific data-a confirmation(or not)of our original theor
25、ies.30ppt课件Inductive Reasoning(bottom-up)w In inductive reasoning,we begin with specific observations and measures,begin to detect patterns and regularities,formulate some tentative hypotheses that we can explore,and finally end up developing some general conclusions or theories.31ppt课件5.Intelligenc
26、e and SLLHoward Gardners theory of intelligenceLinguistic intelligence (语言智能语言智能)Logical-mathematical intelligence(数学逻辑智能数学逻辑智能)Spatial intelligence (空间智能空间智能)Musical intelligence(音乐智能音乐智能)Bodily-kinesthetic intelligence(身体运动智能身体运动智能)Interpersonal intelligence(人际智能人际智能)Intrapersonal intelligence(自我认
27、知智能自我认知智能)Naturalist intelligence(自然认知智能自然认知智能)32ppt课件Robert Sternbergs“triarchic”view of intelligencewComponential ability wExperiential abilitywContextual ability33ppt课件u Oller suggested,“Language may not be merely a vital link in the social side of intellectual development,it may be the very foun
28、dation of intelligence itself.”u “a deep relationship,perhaps even an identity,between intelligence and language ability.”34ppt课件Five“designer”methods in the classroomw Community Language Learning(社团语言学习法)w Suggestopedia(暗示法)w The Silent Way(默示教学法)w Total Physical Response(全身反应法)w The Natural Approach(自然教学法)35ppt课件Thank you for your attention!36ppt课件
