Theories of learning

ESP
Erick Macias Juncos

JESSICA MICHEL HUERTA RAMIREZ

LUIS FERNANDO CARRO JUAREZ
JUAN CARLOS JUAREZ DIAZ
RICARDO ARREDONDO ROMERO
OSCAR ZARATE CUATECONTZI
BEHAVIOURISM: LEARNING AS HABIT
FORMATION

theory said that learning is a

mechanical process of habit
formation and proceeds by
means of the frequent
reinfrocement of a stimiulus
response sequence
It provided the theoretical
underpinning of the widely used
audiolingual method of the 1950
and 1956
 METODO AUDIO- LINGUAL

Consiste en enseñar el nuevo idioma leyendo un dialogo o texto y

llevando a cabo ejercicios de repeticion oral

Consiste en conocer su gramatica y practicarla mediante distintos tipos

de ejercicios de repeticion hasta que se crean nuevos habitos y el
discurso se vuelve espontáneo
CRÍTICA
CHOMSKY “ Como pueden hacer
errores los niños si solamente
repiten lo que escuchan
Conductismo: era repetir hasta que
se formaban habitos
Congnitiviistas proponen resoluicon
de problemas, lo que dio lugr a los
metodos comunicativos
Bajo un enfoque comunicativo, los
estudiantes necesitan actividades de
aprendizaje significativo para que
puedan usar sus capacidades
creativas para aprender las reglas
del nuevo idioma
 MENTALISM:
THINKING AS RULE-GOVERNED ACTIVITY

AUDIOLINGUAL METHOD
 INDIVIDUAL EXPERIENCES

MIND
FOCUSES RESPONSE

RULE-GOVERNED

NOAM CHOMSKY LEARNING

THE COGNITIVE THEORY OF

LEARNING
Cognitive code: learners as thinking being.

Learning, then is a process in

which the learner actively tries
to make sense of data, and What It means is that we learn
learning can be sad to have by thinking about and trying to
taken place when the learner make sense of what's we see,
has managed to impose some feel and hear.
sort of meaningful interpretation
or pattern on the date.
 Metodo audio- lingual

A number of ESP projects have concetrated on

making students aware of their reading strategies so
that they can consciously.

It treats the learners as thinking beings and outs them

firmly at the centre of the learning progress, bye
stressing.
AFFECTIVE FACTOR OF MOTIVATION

How the learning is

perceived by the
learner will affect what
learning, if any, will
take place
MOTIVATION

1972. The most influential study of motivation by GARDNER

AND LAMBERT. Study of bilingualism.

Instrumental motivation= need=externally imposed

Integrative motivation= Want= internally generated
WHAT MOTIVATES MY STUDENTS?

Is a Colplex and highly Individual matter.

Remember: students are people NOT MACHINES
ESP needs to be intrinsically mativating. It needs to satisfy theie
needs as learners as well as their needs as potencial target user of the
lenguage.
They should get satisfaction from the actual learning experience Not
just from prospect Of eventually using What they have learnt.
5 Learning and Acquisition

Learning Is seen as a conscious process

Acquisition Is seen as a unconscious process

This reflects our view that for the second language

ESP learner both processes are likely to play a useful part and
a good ESP course will try to exploit both.
 A Model for learning 6
The individual houses, towns villages
represent items or bundles of
knowledge. These various settlements,
however, are only useful if they are
connected to the main network by roads.
The mind of the learner is like a
development agency. It wants to bring
the settlements into the network and so
develop their potential. To achieve this,
communication links must be
established. But as with any
communications network, links can only
be established from existing links.