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  • Psychology For Language Teachers

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    Narvàez Vane
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    Psychology for Language Teachers

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    29 views9 pages

    Psychology For Language Teachers

    Uploaded by

    Narvàez Vane

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 9
    n Invole earners in sting language ain gals This isa crucial clement in motivation co bly aiid develop itera sings of conta and to move towards Recognise people individuals Todividuals need to be allowed ro lean in ways that are personal and slgnficnt to hem Build up individual baie in chess An importane clemeae in moteating leer i ohincing thir seltimage a language esrnen, and shell in thir ow ‘Hfctivener a ecg langage Develop internal balls “These ae fing that one the case of one's own actos a wel asin contol of eh outcomes of ons ation. Hap to move towards a mastery evened ile People who are motery oriented el ctl of hi action, and aim find ways timpeove tele performance andto sted Enhance inrinic motivation leis important obelp lamers sc valu in carving ot activites forthe own sale rather than only dg things os exer Build wp a supportive learning cavizonment ‘AN context whichis sporti and fosters the wil learn, and where inivideas are encouraged mo expres thenselves an “evelop theeful penal and individuality cetes power motivating conditions Give fcdback thats informational Ichi way learners Know why they dt ordi nt do wel and tha they can doo improve. Teachers nd Be aware the dangers of an overreliance on praise, rd ofthe nga els ‘of pantiment nd repriand. 7 How does the learner deal with the process of learning? 7.4 Introduction 1 the previous to chapters we considered various aries ha ener wing the learing process. We discussed how learners motivation affects "hearing in impartane way. We have sen too ft learners bg thei wa inidal character, personality abutons nd perceptions of ‘erect the lng tnuion fa tis hapcr we hal Conde ways whch Kner deaw upon thei exiting ks and knawiedge, and ost "he personal atibtes inthe process of earning. What we are concerned ‘ath heres how earners go about earning something tha, the Sls and “rates tha they use an the processes tae they o through in order tO Tike sens ofthe earning. We irs rove an oneview of wha e meant sy sb snd rain, together wath the noon of esi to eae” We en focus on language learning states, before considering seategy aii Unit ecely the oocion of learning srtei bas been relatively vglotd. In racenr yours, however, there har Been 2 rowing interest simonpm paycolegits im the cogaitivesratepes people se fo think, £0 icin and to solve problems. The inpetn for ths arose mainly fom ‘alormtion processing models of earning (ese Chapter 1), and at gen it. prolferaion of research ana wring on these ropic. Research 0 “erent aspect hinking being carned out invarious counts abot \Woscrn an Ester Eorope, Rusia, the USA and Aural. Tis has edo the peaducsion ofa number of soled shinking sls: programmes ad rast 08 thing are now offered in several universis inthe USA. The Smee Thinking Skil programme (Bagge a L988), The Oxfordshire SLs programme {Hanson 1991), and Matthew Lipmas’'s Philosophy or Chiaten (ipman. 1988, Whalley 1991) are examples of commer ck! whch cai each chinking silt bth chien ard als vd veadableacounts ave provided by Nisbet and shucksmth (1981) i the bok Learning States, and by Coles nd Rebinon {1991 a thie ‘sted soci f paper ended Teaching Thirking 7.2 Learning strategies ‘One cucome of sch work has been a ners i the rade ation of leaning ssepes- Wht ca fom cape paseo eth nerview in Chaps 1 tht arcs afar a asa ea ‘ite, thy ae eel ivi mang eer he eo eblere sth whch they ate faced der o Kar, When confomed with 8 Teaming aren have vars cores th spon ae ae se of tem in dient ways Cope sone love fhe este meal haat nm As we sn ey So mae eof taney of be proces lp steer someting We So hi Stato our fetngs and wos communicate ils in ace wae) ‘Over newer eas ee ta bears rowing mow of see it gage lig sis. Ths rk whch hasten aly espe mtu conned wath iversang how inate About sk of eaning someting and Senin 0 Ocorer cro th sea a mos ehe pr: pe efor ember on a sey of he ee isimporeant day hae se mean by alerig racy Mos of ox ave probaly wd same ll Iori or cond ngage ‘epeaing words over and over again: listening aentivly 0p ro singin words, * eng work oa the uke ofthe lngge by forming hypotiess abot ow it wosksy + ting ou these hypotheses to ef they works testing youself to see if ou remeber words 1+ essing the meanings of unknown words using your knowledge of lnguage cule ry to make sew “ceasing in your hed what you ste about cy: acting the sounds ofthe langage ra youl, king a speaker 0 repeat something, 1 pretending hat you understand inorder to hep the ‘Communication giop “These ate some of he many strategie thar poop ito yt sce inthe

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