TARIQUIA MOODLE %

PRUEBA PRESENCIAL PRUEBAS (2 escrito) 20 %

CONTRIBUCIÓN CLASE PRÁCTICA ( 1 grupos) 20 %
PRÁCTICA DISEÑO DE UN PLAN DE LECCIÓN (1 individual) 20 %
TAREAS CUESTIONARIOS 20 %
INVESTIGACIÓN INVESTIGACIÓN, DISERTACIÓN Y DEFENSA DE UN 20 %
MÉTODO (1 GRUPAL)

ENCUADRE- GESTIÓN 2021

● CLASES
● ASISTENCIA
● MATERIAL DE ESTUDIO P.E.A.

● LA INASISTENCIA IRREGULAR A CLASES DE LA UNIDAD 2 NO LE

PERMITIRA REALIZAR EL TRABAJO DE INVESTIGACIÓN.

● LA INASISTENCIA A LA UNIDAD 2 Y 3 NO LE PERMITIRA REALIZAR LOS

TRABAJOS DE PRÁCTICA Y CONTRBUCIÓN.
UNIT 1
THEORETICAL BASIS IN THE SECOND LANGUAGE TEACHING
TECHNCAL DEFINITIONS
THEORY
● A set of beliefs or principles that might not be proven yet. Does anyone have a
good theory for where missing socks go when you do laundry?
● A set of accepted beliefs or organized principles that explain and guide analysis
and one of the ways that theory is defined is that it is different from practice,
when certain principles are tested.
APPROACH
● A set of assumptions dealing with the nature of language, teaching and
learning.
● Theoretically well-informed positions and beliefs about the nature of language,
the nature of language of learning, and the applicability of both to pedagogical
settings.
● A set of principles, beliefs, or ideas about the nature of learning which is
translated into the classroom.
● Describes the nature of the subject matter to be taught.
● Within one approach, there can be many methods.
● An approach is axiomatic

METHOD
● Described as an overall plan for systematic presentation of language based
upon a selected approach.
● A generalized set of classroom specifications for accomplishing linguistic
objectives.
● Tend to be concerned primarily with teacher and student roles and behaviors
and secondarily with such features as linguistic and subject-matter, objectives,
sequencing, and materials.
● Certain way of doing things. A systematic, logical process for accomplishing a
task. And it's called a method.
● Is procedural.

METHODOLOGY
● The study of pedagogical practices in general (including theoretical basis of an
argument and related research). Whatever considerations are involved in
“HOW TO TEACH”
● Methodology is the study of how research is done, how we find out about
things, and how knowledge is gained. In other words, methodology is about the
principles.
● Methodology therefore explains why we are using certain methods or tools in
our research.
 TECHNIQUE
● Implementation of a wide variety of exercises, activities which take place in a
classroom. They are used to accomplish an immediate objective.
● Must be consistent with a method, and therefore in harmony with an approach
as well.
● A way of carrying out a particular task, especially the execution or performance
of an artistic work or a scientific procedure.
● Is a well-defined procedure used to accomplish a specific activity or task.

ACTIVITY

● Measurable amount of work performed to convert inputs into outputs.

● Aggregations of actions performed in an organization which is useful for
computations.
● The smallest unit of work having four characteristics: (1) definite duration, (2)
logic relationships with other activities in the project, (3) resource consumption,
and (4) an associated cost. Often used as an alternative term for task.

STRATEGY
● Specific methods of approaching a problem or task, kinds of operation for
achieving a particular end, or planned design for controlling and manipulating
certain information.
● Is a long term plan of action designed to achieve a particular goal.

Activity 1. Relate the following information with the appropriate name, and then
give your point of view.

It emphasizes the learner’s ability to communicate various functions, such as asking and Theory Hability to
answering questions, making requests, describing, narrating and comparing. comunicate.
Method:
questions and
answers.

Study X career, after finishing it, study other one closely related to the X career; in order Approach
to validate most of the subjects to obtain a second profession in a half period, instead of
a complete period.
Learning is an active process in which learners construct new ideas or concepts based Method
upon their current/past knowledge. The learner selects and transforms information,
constructs hypotheses, and makes decisions, relying on a cognitive structure.
To get the students’ motivation the teacher asses every participation, so, through it will Methodology
be more easily to achieve the aim of the class.
Question- and – answer(the students should answer the questions according to the Technique
reading)
First of all the teacher will explain the grammar, then she will ask the students to Activity
develop the activities related to the explanation, after that the student and the teacher
will correct the activities and reinforce the Knowledge.
In which it is premised on the belief that the learner is also an important resource Strategy
because he/she too knows something and is therefore capable of sharing something.
THEORY
THE BEHAVIORISM THEORY
Definition
Behaviorism is a learning theory
that only focuses on objectively
observable behaviors and discounts
any independent activities of the
mind. Behavior theorists define
learning as nothing more than the
acquisition of new behavior based
on environmental conditions.
Discussion
Experiments by behaviorists identify
conditioning as a universal learning
process. There are two different
types of conditioning, each yielding
a different behavioral pattern:
1. Classic conditioning occurs when a natural reflex responds to a stimulus. We are
biologically “wired” so that a certain stimulus will produce a specific response.
One of the most common examples of classical conditioning in the educational
environment is in situations where students exhibit irrational fears and anxieties
like fear of failure, fear of public speaking and general school phobia.
2. Behavioral or operant conditioning occurs when a response to a stimulus is
reinforced. Basically, operant conditioning is a simple feedback system: If a
reward or reinforcement follows the response to a stimulus, then the response
becomes more probable in the future. For example, leading behaviorist B.F.
Skinner used reinforcement techniques to teach pigeons to dance and bowl a
ball in a mini-alley.
Behaviorism assumes that all behaviors are either reflexes produced by a response to
certain stimuli in the environment, or a consequence of that individual's history,
including especially reinforcement and punishment, together with the individual's
current motivational state and controlling stimuli. Thus, although behaviorists generally
accept the important role of inheritance in determining behavior, they focus primarily
on environmental factors.
Behaviorism combines elements of philosophy, methodology, and psychological theory.
It emerged in the late nineteenth century as a reaction to depth psychology and other
traditional forms of psychology, which often had difficulty making predictions that
could be tested experimentally. The earliest derivatives of Behaviorism can be traced
back to the late 1800s where Edward Thorndike pioneered the law of effect (a process
that involved strengthening behavior through the use of reinforcement).
During the first half of the twentieth century, John B. Watson devised methodological
behaviorism, which rejected introspective methods and sought to understand behavior
by only measuring observable behaviors and events. It was not until the 1930s that B. F.
Skinner suggested that private events—including thoughts and feelings—should be
subjected to the same controlling variables as observable behavior which became the
basis for his philosophy called radical behaviorism.[1][2] While Watson and Ivan Pavlov
investigated the stimulus-response procedures of classical conditioning, Skinner
assessed the controlling nature of consequences and also the antecedents (or
discriminative stimuli) that signal the behavior; the technique became known as
operant conditioning.
The application of radical behaviorism—known as applied behavior analysis—is used in
a variety of settings, including, for example, organizational behavior management, to
the treatment of mental disorders, such as autism and substance abuse.[3][4][5] In
addition, while behaviorism and cognitive schools of psychological thought may not
agree theoretically, they have complemented each other in cognitive behavior
therapies, which have demonstrated utility in treating certain pathologies, including
simple phobias, PTSD, and mood disorders.
There is no universally agreed-upon classification, but some titles given to the various
branches of behaviorism include:
● Methodological behaviorism: Watson's behaviorism states that only public events
(behaviors of an individual) can be objectively observed, and that therefore private
events (thoughts and feelings) should be ignored.[1][6] It also became the basis for
the early approach behavior modification in the late 1970s and early 1980s.
● Radical behaviorism: Skinner's behaviorism theorizes that processes within the
organism should be acknowledged, particularly the presence of private events (such
as thoughts and feelings), and suggests that environmental variables also control
these internal events just as they control observable behaviors. Radical behaviorism
forms the core philosophy behind behavior analysis. Willard Van Orman Quine used
many of radical behaviorism's ideas in his study of knowledge and language.[6]
● Teleological behaviorism: Post-Skinnerian, purposive, close to microeconomics.
Focuses on objective observation as opposed to cognitive processes.
● Theoretical behaviorism: Post-Skinnerian, accepts observable internal states
("within the skin" once meant "unobservable", but with modern technology we are
not so constrained); dynamic, but eclectic in choice of theoretical structures,
emphasizes parsimony.
● Biological behaviorism: Post-Skinnerian, centered on perceptual and motor modules
of behavior, theory of behavior systems.
● Psychological behaviorism: As proposed by Arthur W. Staats, this version of
behaviorism centers on the practical control of human behavior. It is noted for its
use of time-outs, token-reinforcement and other methods, which importantly
influenced modern approaches to child development, education, and abnormal
psychology.
CONSTRUCTIVISM LEARNING THEORY
What is constructivism?
Constructivism is basically a theory -- based on observation and scientific study -- about
how people learn. It says that people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those
experiences. When we encounter something new, we have to reconcile it with our
previous ideas and experience, maybe changing what we believe, or maybe discarding
the new information as irrelevant. In any case, we are active creators of our own
knowledge. To do this, we must ask questions, explore, and assess what we know.
The constructivism learning theory argues that people produce knowledge and form
meaning based upon their experiences. Two of the key concepts within the
constructivism learning theory which create the construction of an individual's new
knowledge are accommodation and assimilation. Assimilating causes an individual to
incorporate new experiences into the old experiences. This causes the individual to
develop new outlooks, rethink what were once misunderstandings, and evaluate what
is important, ultimately altering their perceptions. Accommodation, on the other hand,
is reframing the world and new experiences into the mental capacity already present.
Individuals conceive a particular fashion in which the world operates. When things do
not operate within that context, they must accommodate and reframing the
expectations with the outcomes.
In the classroom, the constructivist view of learning
can point towards a number of different teaching
practices. In the most general sense, it usually means
encouraging students to use active techniques
(experiments, real-world problem solving) to create
more knowledge and then to reflect on and talk about
what they are doing and how their understanding is
changing. The teacher makes sure she understands
the students' preexisting conceptions, and guides the
activity to address them and then build on them.

Constructivist teachers encourage students to constantly assess how the activity is

helping them gain understanding. By questioning themselves and their strategies,
students in the constructivist classroom ideally become "expert learners." This gives
them ever-broadening tools to keep learning. With a well-planned classroom
environment, the students learn HOW TO LEARN.
You might look at it as a spiral. When they continuously reflect on their experiences,
students find their ideas gaining in complexity and power, and they develop
increasingly strong abilities to integrate new information.
Teachers help students to construct knowledge rather than to reproduce a series of
facts. The constructivist teacher provides tools such as problem-solving and
inquiry-based learning activities with which students formulate and test their ideas,
draw conclusions and inferences, and pool and convey their knowledge in a
collaborative learning environment. Constructivism transforms the student from a
passive recipient of information to an active participant in the learning process. Always
guided by the teacher, students construct their knowledge actively rather than just
mechanically ingesting knowledge from the teacher or the textbook.
The role of teachers is very important within the constructivism learning theory. Instead
of giving a lecture the teachers in this theory function as facilitators whose role is to aid
the student when it comes to their own understanding. This takes away focus from the
teacher and lecture and puts it upon the student and their learning. The resources and
lesson plans that must be initiated for this learning theory take a very different
approach toward traditional learning as well. Instead of telling, the teacher must begin
asking. Instead of answering questions that only align with their curriculum, the
facilitator in this case must make it so that the student comes to the conclusions on
their own instead of being told. Also, teachers are continually in conversation with the
students, creating the learning experience that is open to new directions depending
upon the needs of the student as the learning progresses. Teachers following Piaget's
theory of constructivism must challenge the student by making them effective critical
thinkers and not being merely a "teacher" but also a mentor, a consultant, and a coach.
Cteachers
C

Behaviorism assumes that all behaviors are either reflexes produced by a response to
certain stimuli in the environment The Cognitive Learning Theory explains why the brain
is the most incredible network of information processing and interpretation in the body
 as we learn things. This theory can be divided into two specific theories: the Social
Cognitive Theory (SCT), and the Cognitive Behavioral Theory (CBT).
When we say the word “learning”, we usually mean “to think using the brain”. This
basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT).
The theory has been used to explain mental processes as they are influenced by both
intrinsic and extrinsic factors, which eventually bring about learning in an individual.
Cognitive Learning Theory implies that the different processes concerning learning can
be explained by analyzing the mental processes first. It posits that with effective
cognitive processes, learning is easier and new information can be stored in the
memory for a long time. On the other hand, ineffective cognitive processes result to
learning difficulties that can be seen anytime during the lifetime of an individual.
A. Social Cognitive Theory
In the Social Cognitive Theory, we are considering 3 variables:
● behavioral factors
● environmental factors (extrinsic)
● personal factors (intrinsic)
These 3 variables in Social Cognitive Theory are said to be interrelated with each other,
causing learning to occur. An individual’s personal experience can converge with the
behavioral determinants and the environmental factors.

In the person-environment interaction, human beliefs, ideas and cognitive

competencies are modified by external factors such as a supportive parent, stressful
environment or a hot climate. In the person-behavior interaction, the cognitive
processes of a person affect his behavior; likewise, performance of such behavior can
modify the way he thinks. Lastly, the environment-behavior interaction, external factors
can alter the way you display the behavior. Also, your behavior can affect and modify
your environment. This model clearly implies that for effective and positive learning to
occur an individual should have positive personal characteristics, exhibit appropriate
behavior and stay in a supportive environment.
In addition, Social Cognitive Theory states that new experiences are to be evaluated by
the learner by means of analyzing his past experiences with the same determinants.
 Learning, therefore, is a result of a thorough evaluation of the present experience
versus the past.
Basic Concepts
Social Cognitive Theory includes several basic concepts that can manifest not only in
adults but also in infants, children and adolescents.
1. Observational Learning
learning from other people by means of observing them is an effective way of
gaining knowledge and altering behavior.
2. Reproduction
the process wherein there is an aim to effectively increase the repeating of a
behavior by means of putting the individual in a comfortable environment with
readily accessible materials to motivate him to retain the new knowledge and
behavior learned and practice them.
3. Self-efficacy
the course wherein the learner improves his newly learned knowledge or behavior by
putting it into practice.
4. Emotional coping
good coping mechanisms against stressful environment and negative personal
characteristics can lead to effective learning, especially in adults.
5. Self-regulatory capability
ability to control behavior even within an unfavorable environment.

SECOND LANGUAGE ACQUISITION

( Stephen Krashen's Theory)
Stephen Krashen (University of Southern California) is an expert in the field of
linguistics, specializing in theories of language acquisition and development. Much of
his recent research has involved the study of non-English and bilingual language
acquisition. During the past 20 years, he has published well over 100 books and articles
and has been invited to deliver over 300 lectures at universities throughout the United
States and Canada.
Language acquisition does not require
extensive use of conscious grammatical rules,
and does not require tedious drill.
Acquisition requires meaningful interactions in
the target language - natural communication -
in which speakers are concerned not with the
form of their utterances but with the messages
they are conveying and understanding.
The best methods are therefore those that
supply 'comprehensible input' in low anxiety
situations, containing messages that students
really want to hear. These methods do not
force early production in the second language,
but allow students to produce when they are
'ready', recognizing that improvement comes
from supplying communicative and
comprehensible input, and not
from forcing and correcting production.

This is a brief description of Krashen's widely known and well accepted theory of second
language acquisition, which has had a large impact in all areas of second language
research and teaching since the 1980s.
Description of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:
● the Acquisition-Learning hypothesis;
● the Monitor hypothesis;
● the Natural Order hypothesis;
● the Input hypothesis;
● the Affective Filter hypothesis.

The Acquisition-Learning hypothesis distinction is the most fundamental of all the

hypotheses in Krashen's theory and the most widely known among linguists and
language practitioners.
According to Krashen there are two independent systems of second language
performance: 'the acquired system' and 'the learned system'. The 'acquired system' or
'acquisition' is the product of a subconscious process very similar to the process children
undergo when they acquire their first language. It requires meaningful interaction in
the target language - natural communication - in which speakers are concentrated not
in the form of their utterances, but in the communicative act.
The "learned system" or "learning" is the product of formal instruction and it comprises
a conscious process which results in conscious knowledge 'about' the language, for
example knowledge of grammar rules. According to Krashen 'learning' is less important
than 'acquisition'.
The Monitor hypothesis explains the relationship between acquisition and learning and
defines the influence of the latter on the former. The monitoring function is the
practical result of the learned grammar. According to Krashen, the acquisition system is
the utterance initiator, while the learning system performs the role of the 'monitor' or
the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three
specific conditions are met: that is, the second language learner has sufficient time at
his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows
the rule.
It appears that the role of conscious learning is somewhat limited in second language
performance. According to Krashen, the role of the monitor is - or should be - minor,
being used only to correct deviations from "normal" speech and to give speech a more
'polished' appearance.
Krashen also suggests that there is individual variation among language learners with
regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the
time (over-users); those learners who have not learned or who prefer not to use their
conscious knowledge (under-users); and those learners that use the 'monitor'
appropriately (optimal users). An evaluation of the person's psychological profile can
help to determine to what group they belong. Usually extroverts are under-users, while
introverts and perfectionists are over-users. Lack of self-confidence is frequently related
to the over-use of the "monitor".
The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974;
Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the
acquisition of grammatical structures follows a 'natural order' which is predictable. For
a given language, some grammatical structures tend to be acquired early while others
late. This order seemed to be independent of the learners' age, L1 background,
conditions of exposure, and although the agreement between individual acquirers was
not always 100% in the studies, there were statistically significant similarities that
reinforced the existence of a Natural Order of language acquisition. Krashen however
points out that the implication of the natural order hypothesis is not that a language
program syllabus should be based on the order found in the studies. In fact, he rejects
grammatical sequencing when the goal is language acquisition.
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second
language. In other words, this hypothesis is Krashen's explanation of how second
language acquisition takes place. So, the Input hypothesis is only concerned with
'acquisition', not 'learning'. According to this hypothesis, the learner improves and
progresses along the 'natural order' when he/she receives second language 'input' that
is one step beyond his/her current stage of linguistic competence. For example, if a
learner is at a stage 'i', then acquisition takes place when he/she is exposed to
'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be
at the same level of linguistic competence at the same time, Krashen suggests that
natural communicative input is the key to designing a syllabus, ensuring in this way
that each learner will receive some 'i + 1' input that is appropriate for his/her current
stage of linguistic competence.
The Affective Filter hypothesis, embodies Krashen's view that a number of 'affective
variables' play a facilitative, but non-causal, role in second language acquisition. These
variables include: motivation, self-confidence and anxiety. Krashen claims that learners
with high motivation, self-confidence, a good self-image, and a low level of anxiety are
better equipped for success in second language acquisition. Low motivation, low
self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form
a 'mental block' that prevents comprehensible input from being used for acquisition. In
other words, when the filter is 'up' it impedes language acquisition. On the other hand,
positive affect is necessary, but not sufficient on its own, for acquisition to take place.
The Role of Grammar in Krashen's View
According to Krashen, the study of the structure of the language can have general
educational advantages and values that high schools and colleges may want to include
in their language programs. It should be clear, however, that examining irregularity,
formulating rules and teaching complex facts about the target language is not
language teaching, but rather is "language appreciation" or linguistics.
The only instance in which the teaching of grammar can result in language acquisition
(and proficiency) is when the students are interested in the subject and the target
language is used as a medium of instruction. Very often, when this occurs, both
teachers and students are convinced that the study of formal grammar is essential for
second language acquisition, and the teacher is skillful enough to present explanations
in the target language so that the students understand. In other words, the teacher talk
meets the requirements for comprehensible input and perhaps with the students"
participation the classroom becomes an environment suitable for acquisition. Also, the
filter is low in regard to the language of explanation, as the students" conscious efforts
are usually on the subject matter, on what is being talked about, and not the medium.