GUÍA DIDÁCTICA DE LA UNIDAD

Nombre del Autor: Isaias Santana

Fecha de Elaboración: Marzo 2019

Nombre del Curso: Adquisición de una Segunda Lengua

Clave del Curso: IDI-335

Número de la Unidad: 3

Título (Nombre) de la Unidad: Human Learning

INTRODUCCIÓN:

Welcome to Unit 3, How do people learn? This has been an outstanding inquire for

most English Teacher, SLA students, and Language. Learning is a systematic process

without shortcuts, as well as time consuming. The theories involved in this complex

process will be presented in this chapter.

Behaviorists’ theories

According to Brown (2008) learning means “acquiring or getting knowledge of a

subject or skill by study, experience, or instruction” (p.100). The first theories that can be

presented about this human feature are the Behaviorists. They belong to a time

understanding science was through the “scientific method”. This means that they only

studied the “publicly observable behavior”; In order words, scientific outcomes were

validated if they could be measured. In this field, the first working was Pavlov who

developed what was called the “Classical Conditioning” theory. The Learning process
consisted of “the formation of association between stimuli and reflexive responses”

(Brown, 2008). In other words, this man dedicated for a while to train his dog, so

whenever he gave it food, a bell rang. The dog got used to listening to the bell before

receiving the food and salivated. Thus, he conditioned the dog obtaining a response.

It is important to mention Watson who in 1913 coined the term Behaviorism.

Another theory in this framework was posited by Thorndike who proved that “stimuli that

occurred after a behavior had influence in future behavior”. Finally, these theories

motivated Skinner who tried to explain human learning. He developed the operant

conditioning theory. It can be defined as a English student produces a sentence which

will be constantly used depending on the teacher reinforcement. This reinforcement can

be either positive or negative. Positive reinforcement will make input to go to the long-

term memory and negative will prevent the student from repeat it again.

Punishment was part of this theory, believe it or not, but he said “"works to the

disadvantage of both the punished organism and the punishing agency”

Cognitivism Theory of learning

This is another framework, in chapter 1 you realized that some people uncovered

that there were many flaws or unanswered questions, such as the abstract nature of

language. This means that language learning is not memorization. Students use a word

learned in a sentence, in the classroom, when they go outside, they use it in a novel

form. This motivated them to study other realm, such as competence instead of

behavior.

Ausubel tried to explain human learning in the following way. He said that

students should learn words, phrases, etc. in a systematic and organized form. He called

to this meaningful learning, which he contrasted with rote learning- isolated words that

are easily forgotten. For example, when someone asks a phone number and after a

couple of minutes this person forgets the number because this learning did not follow a
process.

“meaningful learning, or subsumption, may be described as a process of relating and

anchoring new material to relevant established entities in cognitive structure.” (p.93)

In another words, both rote and meaningful learning represent retention. However, The

importance of this theory lies in the effectiveness of the learned material, as the

meaningful represents that this material goes to the long term-memory. Retention lasts

longer!

Systematic Forgetting

Our mind can be compared to a closet. Sometimes, we have article of clothing that

we do not use or fit well. For that reason, we give them away. What we do not use is

deleted because Ausuble express that learned materials are associated and last longer.

However, rote learned materials are forgotten as well as the knowledge that we do not

practice. That’s why in English language learning, practice is of paramount importance!

Brown called this pruning like pruning a tree.

“Pruning is the elimination of unnecessary clutter and a clearing of the way for more

material to enter the cognitive field, in the same way that pruning a tree ultimately allows

greater and fuller growth” (Brown, 2008, p.94).

Language attrition researchers with all these data expressed that forgetting or pruning is

systematic. This law is not only for second language but also for first language

acquisition

“Subsumption theory provides a strong theoretical basis for the rejection of conditioning

models of practice and repetition in language teaching. In a meaningful process like

second language learning, mindless repetition, imitation, and other rote practices in the

language classroom have no place.” (p.95)

Now we know that while learning a language, we must practice meaningfully. Learning a
second language is hard work!

Constructivist Theories

Carl Rogers (1983) is in the constructivist framework. He studied human learning

presenting 19 principles. In his theory of “Whole person”, he studied human beings

physically and cognitively, yet primarily emotionally. For him “the goal of education is

the facilitation of change and learning”. Learning how to learn is more important than

being taught”. Thus, he understood that English teachers must become “facilitators of

learning”. He believed that the classroom setting had to foster without levels, no

superiority. Teacher must deliver real classes. “Teachers need to communicate openly

and empathetically with their students, and vice versa.” (p.98)

The flaws of this educational environment is that they can become so soft that students

would not feel that they have to work. The facilitative tension can be lost, and programs

are not going to be finished up.

Another important constructivist is Paolo Fraire (1970). He said that student

should have the right to negotiate their learning findings, cooperating in the classroom

to be involved in critical thinking. That learning material must be related with real life

activity.

Note: Taken from Brown, 2008, p. 99

Gagne wrote about eight learning, such as signal learning, stimulus-response learning,

chaining, verbal association, multiple discrimination, concept learning, and principle

learning. These learning are from lower level to higher levels of effectively internalizing

concepts.

Some concept that English teacher must know are transfer, interference and
overgeneralization.

1.” Transfer is a general term describing the carryover of previous performance

or knowledge to subsequent learning.”

2. “Interference is when previously learned material interferes with subsequent material.”

3. Overgeneralization is “the incorrect application-negative transfer of previously

learned second language material to a present second language context.” (p.104)

4. Inductive reasoning is when students draw conclusions to generate the rules

from the exercises. Whereas, Deductive reasoning is when the teacher explains the rules

from the students to do the exercises.

Gardner (1999) posited eight times of intelligences.

1. “Linguistic”

2. “Logical-mathematical”

3. “Musical”

4. “Spatial”

5. “Bodily-kinesthetic”

6. “Naturalist”

7. “Interpersonal”

8. “Intrapersonal intelligence”

OBJETIVO GENERAL:
1. Understand the main characteristics of the teaching and learning process in the
behavioral, cognitive and constructive approaches.
2. Know the differences between the Audiolingual Method and the Community
 Language Learning.

OBJETIVOS ESPECÍFICOS:
1. Identify the differences between classical conditioning and operant conditioning theory,
2. Identify the differences between rote and meaningful learning.
3. Identify the differences between transfer, interference and overgeneralization
4. Identify students’ multiple intelligences ability to improve EFL teaching.
5. Identify the differences between rote learning and meaningful learning to foster students’
leaning process ameliorating language systematic forgetting or pruning.
ORIENTACIONES GENERALES:
Los estudiantes al participar en el cursado deben tener en cuenta:
1. La asignatura tiene una duración de 16 semanas. Por tanto, deben desarrollar esta
primera unidad en el tiempo estipulado en el calendario. Lo normal es que cada
unidad tenga una duración de 14 días (dos semanas).
2. Cada unidad tendrá su guía didáctica, en la cual se establece los lineamientos
para su desarrollo, contenido, estrategias y actividades.
3. Es de suma importancia que se estudie cada uno de los aspectos que conforman
esta unidad para que puedan cumplir con los objetivos de esta.
4. Los plazos para el desarrollo de las asignaciones están establecidos, es
importante que los pueda cumplir colocándolas a tiempo en la plataforma, esto
favorece su propia organización y el desarrollo de todas las unidades de la
asignatura.

CONTENIDO A TRATAR:
1. Learning and Training
2. Pavlov’s Classical Conditioning
3. Skinner’s Operant Conditioning
4. Ausubel’s Subsumtion Theory
5. Rogers’s Humanistic Psychology
6. Types of Learning
7. Transfer, Interference, and Overgeneralization
8. Inductive and Deductive Reasoning
9. Language Aptitude
10. Intelligence and language Learning
11. Learning Theories in Action: The Audiolingual Method and Community Language
Learning
BIBLIOGRAFÍA CONSULTADA:
Universidad del Valle de México. (s.f.). Rubrica para evaluar resumen. Recuperada
de http://www.aulaz.org/CAST/WQ-CT-WT/WTMeme-S2-S3-
S4/Rubrica_Resumen.pdf

BIBLIOGRAFÍA RECOMENDADA:
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). United States:
Pearson Education
Brown, H. D. (2008). Principles of language learning and teaching (4th ed.). United States:
Pearson Education
Como escribir una reflexión. (s.f.) Recuperado de https://es.wikihow.com/escribir-un-
documento-de-reflexi%C3%B3n
WEBGRAFÍA
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). United States:
Pearson Education. Recuperado de https://epdf.tips/principles-of-language-learning-and-
teaching-5th-edition.html

EVALUACIÓN:

1- Participación en el foro de la unidad (03 ptos.)

2.- Resumen 1 (02 ptos.).
3.- Examen de la Unidad (05 ptos)
4.-

ACTIVIDADES DE APRENDIZAJE:
El foro de debate sobre la unidad. Esta actividad permitirá la interacción estudiante-
estudiantes a la vez que cuando el profesor de respuesta habrá una interacción profesor
estudiante. El profesor dará un seguimiento continuo al desarrollo de este grupo. Al final
como cierre del mismo, el docente elaborara una síntesis de todos los aspectos
debatidos en el foro proveyendo una evaluación cualitativa del desarrollo de esta
técnica. Esta asignatura está totalmente centrada en el estudiante, promoviendo la
autonomía y responsabilidad de los estudiantes, para ayudarlos a aprender a aprender.
De manera positiva se podrá observar como los estudiantes entre sí de manera
asincrónica trabajan la zona de desarrollo próximo de Vygotsky.
Control de la unidad. Esta forma de evaluación conductivista se utilizó para que los
estudiantes tengan una idea de manera cuantitativa de cómo fueron internalizados los
aprendizajes.
Rubrica parta la evaluación de la actividad individual Resumen de la Unidad

ACTIVIDADES CARÁCTER PUNTOS

Preámbulo: Leer la Guía Didáctica Unidad 1. Obligatorio 0
Ver los videos de la unidad Obligatorio 0
Foros de Discusión. Obligatorio 3
Quiz 1: Obligatorio 5
Tarea resumen de la unidad: Obligatorio 2

TOTAL 10 puntos
Rubrica adaptada de la UVM

2 puntos 1 puntos 0 puntos

Extensión y Refleja la comprensión Distingue la idea principal Es extenso y no distingue la

Jerarquización de Ideas del tema. Elimina de las secundarias, pero la idea principal de las
contenido innecesario explicación es extensa. Es secundarias.
y/o redundante Atiende breve pero no se distingue la
la estructura original del idea principal de las
contenido. secundarias.
Comprensión Refleja la comprensión Refleja la comprensión del No refleja la comprensión del
del tema. tema, aunque omite la tema.
Elimina contenido organización original del Prevalece el contenido
innecesario y/o contenido. innecesario y/o redundante.
redundante Algunos párrafos muestran No sigue la estructura
Atiende la estructura contenido innecesario y/o original del contenido
original del contenido. redundante.
Redacción Emplea palabras propias Prevalece la copia textual El resumen en su totalidad es
en la redacción. Cita al del contenido original sin la una copia textual del
autor empleando sus cita correspondiente, por contenido original.
propias palabras o encima del empleo de
citándolo empleando el palabras propias.
sistema APA.
Síntesis y Ortografía No presenta errores de •Ocasionalmente presenta Presenta errores constantes
sintaxis y ortografía. errores de sintaxis y de sintaxis y ortografía.
ortografía