Comprehension Questions ;
1. How can the information be stored in long-term memory?
2. according to Anderson, what does three stages for moving from declarative to procedural knowledge?
3. What does ZPD mean? (vygotksy's theory)
DQ)
How the teachers make the scaffolded activities in class for L2 learners?
1) Information is often stored into long-term memory through repetition. Repetitive practice puts information into long-term memory, instead of short-term memory. It can also be stored in long-term memory if it was important.
ReplyDelete2) The three stages are cognitive, associated, and autonomous.
3) ZPD refers to the zone of proximal development. It is the difference between what a learner can do without help and what he or she can do with help. Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.
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ReplyDeleteComprehension Questions
ReplyDelete1. Through repeated activation, sequences first produced by controlled processing become automatic. Automatized sequences are stored as units in the long-term memory.
2. They are the cognitive stage, the associative stage, and the autonomous stage.
3. ZPD (Zone of Proximal Development) is 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.
Discussion Question
1. Teachers can make the scaffolded activities in class for L2 learners such as recruiting interest in the task, simplifying the task, maintaining pursuit of the goal, marking critical features and discrepancies between what has bee produced, and the ideal solution.
As a highlighter...
1. information processing : The processing about how different memory stores deal with new second language information, and how this information is automatized and restructured through repeated activation
2. processability theory : The processing demands made by various formal aspects of the second language, and the implications for learnability and teachability of second language structure.
3. fossilization: Second language learners unlike first language learners, sometimes seem unable to get rid of non.-native-like structures in their second language despite abundant linguistic input over many years.
4. declaritive knowledge : Knowledge that something is the case.
5. procedural knowledge : Knowledge how to do something.
6. scaffolding : The process of supportive dialogue which directs the attention of the learners to key features of the environment, and which prompt them through successive steps of a problem.
7. ZDP (Zone of Proximal Development) : The domain knowledge or skill where the learner is not yet capable of independent functioning, but can achieve the desired outcome given relevant scaffolded help.
8. Microgenesis : Local, contextualized learning process that can sometimes be traced visibly in the course of talk between expert and novice.