Here are comprehension questions.
1) There are two information-processing models of second language learning, what are they and how are they simillar and different?
2) What are three stages of moving from declarative to procedural knowledge?
3) There are a number of key ideas current in comtemporary interpretations or discussions of Vygotsky, introduce 2 of them and define them.
Here is question for discussion.
As a teacher, how can we apply socio-cultural theory into SLL class?
1)McLaughlin's information-processing model and Anderson's ACT model are information-processing models of SSL. Both psychologists emphasize 'practice' and it plays a central role. Major differences are that Anderson posits three kinds of memory such as working memory, a declarative long-term memory and a procedural long-term memory. On the other hands, McLaughlin proposed that learning is a cognitive process and it has two notions such as automatization and restructuring.
ReplyDelete2)There are the cognitive stage which is a description of the procedure is learnt,The associative stage which is a method for performing the skill is worked out and the autonomous stage which is the skill becomes more and more rapid and automatic.
3)First is 'private and inner speech'. Young children usually talk for themselves while painting a picture, solving a puzzle. it is same meaning with inner speech. The fully autonomous individual has developed inner speech as a tool of thought and normally feels no further need to articulate external private speech.Second is 'activity theory'. Leontiev think that activity contains a subject, an object, actions and operations. In classroom, students are subject, goal that motivates subject's activity is object. Actions are always taken by the students and operations is the way an action is carried out and depends on the conditions under which actions are executed.
DQ) I think that teacher use socio-cultural theory in speech activities, that is to say is 'practice stage' or 'production stage' in methodology because most key ideas of Vygotsky is related to collaborative activity that is process of meaning-making with other people. Therefore, teachers should prepare some pair works activity or group works activity for students and let them to practice or produce some vocabulary and sentences.
1) ACT model and McLaughlin’s model have common in practice leading to Automatization plays a central role as well. However, ACT model is more wide-ranging, and has different terminology. Anderson posits three kinds of memory which are a working memory, a declarative long-term memory and a procedure long-term memory whereas McLaughlin’s divides memory into short-term and long-term memory.
ReplyDelete2) Three stages are the cognitive stage where a description of the procedure is learnt, the associative stage where a method for performing th skill is worked out and the autonomous stage where the skill becomes more and more rapid and automatic.
3) One of them is ‘Mediation and mediated learning’. From the socio-cultural point of view, learning is a mediated process. It s mediated partly through learners’ developing use and control of mental tools. Also, learning is seen as socially mediated, that is, it is dependent on face-to-face interaction and shared processes. Another key idea is ‘activity theory’. Socio-cultural theorists are keen to study and make sense of both individual and collaborative behavior and motivation within its socio-cultural setting. Activity theory thus compromises a series of proposals for conceptualizing the social context within which individual learning takes place. In case of the activity engaging the learning a new language, an object is held by the student and motivates students’ activity, giving specific direction, and different actions or strategies may be taken to achieve the same objective. Important thing is the operational level of activity is the was an action is carried out and depends on the conditions under which actions are executed.
DQ:
As a language teacher, teachers apply these ACT model and McLaughlin’s model to make strategies for effective teaching in order students to acquire knowledge and to save in procedural memory. Moreover, teachers use Vygotsky’ scaffolding to set up lesson their lesson to be appropriated to student and se ‘activity theory’ to help their students communicate and interact in socio-cultural context.
As a HL:
Automatization: A notion that involves a shift from controlled towards automatic processing. Through repeated activation, sequences first produced by controlled processing become automatic, and then such automatized skills do not require attentional control.
Declarative knowledge and procedural knowledge: The notion that involves Anderson’ ACT model, which is practice leading to Automatization, that is, declarative knowledge (conscious and unconscious part) becomes procedure knowledge by going through the cognitive stage, the associative stage and the autonomous stage.
Scaffolding: The process of supportive dialogue which directs the attention of the learner to key features of the environment, and which prompts them through successive steps of problem.
The Zone of proximal development: The domain the knowledge or skill where the learner is not yet capable of independent functioning, but can achieve the desired outcome given relevant scaffolding help.
Microgenesis: The notion involves local and contextualized learning process, which indicates new concepts continue to be acquired through social or international means, a process that can sometimes be traced visibly in the course of talk between expert and novice
Private speech: It is seen as evidence if children’s growing ability to regulate their own behavior and reflects an advance on the earliest uses of language, which are social and interpersonal. Whereas Piagetian theory of child development, this talk has been interpreted as evidence of children’s ego-centrism.
Activity: It is containing a subject, an object, actions, and operations, defined in terms of sociocultural settings in which collaborative interaction, intersubjectivity, and assisted performance occur.
1)There are two information-processing models of second language learning, what are they and how are they simillar and different?
ReplyDelete-Two models have in common in that practice(repeated activation) is an important role for learning. Practice leads to the automatic processing later. In McLaughlin's information-processing model, there are two information-processing approach; Controlled processing and automatic processing. Learning involves a shift from controlled towards automatic processing. McLaughlin's information-processing model, there are two different knowledge; declarative and procedural knowledge. Declaraitive knowledge becomes procedural and automatized.
2) What are three stages of moving from declarative to procedural knowledge?
-There are three steps; cognitive, associative and autonomous stage. In the cognitive stage, learners learn specific rules like putting “s” at the end of the verbs in 3rd person subject. In the associative stage, they work out how to do it. In the last stage, all skills become more and more rapid and automatic.
2)There are a number of key ideas current in comtemporary interpretations or discussions of Vygotsky, introduce 2 of them and define them.
-“scaffolding” shows the process of supportive dialogue which directs the attention of the leaner to key features of the environment and which prompts them through successive steps of a problem.
“zone of Proximal development” means that the domain of knowledge or skill where the learner is not yet capable of independent functioning, but can achieve the desired outcome given relevant scaffolded help.
DQ: As a teacher, how can we apply socio-cultural theory into SLL class?
AS an applier,
-I can use the concept of scaffolding. Using CLA, students can help each other. High level student can give support to lower level one. While doing so, they have chance to speak. Also, lower level students can be exposed to the high level SS talk. It helps them to improve their listening skills. Through the process of making meaning, learners have an opportunity to practice their language and improve their second language.
Sorry.-.-;; I forget about wrting a summary of this week article. Belows are summarizing.
ReplyDelete===================================================
There are two processing approaches: McLaughlin’s information-processing model and Anderson’s Active Control of Thought model. Automatization and restructuring are central to cognitive theory of McLaughlin’s information-processing model. He proposed that repeated activation by controlled processing become automatic and are stored as units in the long-term memory. This continuing movement from controlled to automatic processing results in a constant restructuring of the linguistic system of SLL. According to Anderson, the move from declarative to procedural knowledge takes place in three stages such as ‘The cognitive stage’,’ The associative stage’, ‘The autonomous stage’.From the socio-cultural point of view, learner’s developing use and control of mental tools. The domain where learning can most productively take place is christened the zone of Proximal Development, the domain of knowledge or skill where the learner is not capable of independent functioning.