Hello, Tei, Emily, Eunjoo.
There are my questions.
Comprehension Qs
1. According to Anderson's Act Model, why someone who got great score on test about third person singular present tense can not use in real situation?
2. According to social-cultural theory, how does children's early learning arise?
3. What is the different concept about private speech from the point of view of classic Piagetian theory of child development and from Vygotsky?
Discussion Q
How can we adapt the socio-cultural theory in our classroom?
(regulation, scaffolding, and the zone of proximal development)
Comprehension Qs
ReplyDelete1. According to Anderson's Act Model, why someone who got great score on test about third person singular present tense can not use in real situation?
--> He/she has declarative knowledge of that rule, however, it has not yet been proceduralized. After continously practing it will become fully proceduralized.
2. According to social-cultural theory, how does children's early learning arise?
--> Children's early language learning arises from processes of meaning-making in collaborative activity with other members of a given culture. From this collaborative activity, language itself develops as a 'tool' for making meaning.
3. What is the different concept about private speech from the point of view of classic Piagetian theory of child development and from Vygotsky?
--> priavte speech have regularly been noted in naturalistic studies of child second language acquisition, for Hatch's view it is viewed somewhat negatively as 'not social speech at all but language play", However, Vygotskya perspective, it is extended spoken accompaniment to action provides evidence about the role of language in problem - solving and self-regulation.
Summary : Processing approaches - there are two approaches which are 'information processing as first approach which investigates how different memory stores; long term memory and second approach is process-ability theory which looks more specifically athe the processing demands made by various formal aspects of the second language.
Information processing model ; it is developed by cognitive psychologists which have been adapted to the treatment of language processing. Leanrers first resort to controlled processing and it becomes automatici which is stored as units in the longterm memory. And the continuing movemtn from controlled to automatic processing results in a constant restructuring.
Anderson's ACT model ; I is more wide-ranging and the terminology is different but practice leading to automatization also play a central role - declarative knowledge becomes procedural knowledge.
There are three stages which are The cognitive stage, The associative stage, The autonomous stage.
Socio-cultural theory ; learning is also a mdeicated process.
Self - regulation ; skilled individual is capable of autonomous functioning.
other-regulation ; The child and unskilled individual learns are initially through a process of other regulation.
Scaffolding ; the process of supportive dialogue which directs the attention of the learner to key features of the environment.
it helps the following functions ;
recruting interest in the task
simplyfying the task
maintaining pursuit of the goal
marking critical features and descrepancies btw produced and ideal solution
controlling frustration
demonstrating an idealized version of the act to be performed.
Apprications of socio-cultural theory to second language learning
--> children's early language learning arises from prcesses of meaning-making in collaborative activity with other members of a given culture, from collborative activity, language itself develops as a tool for making meaning.
1. If we take the example of the third person singular -s marker on present tense verbs in English, the classroom learner might initially know, in the sense that she has consciously learner the rule, that s/he+verb requires the addition of an -s to the stem of the verb. However that same learner might nit necessarily ba able to consistently produce the -s in a conversation in real time
ReplyDelete2. Child's developmental level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
3. Private speech reflects an advance on the earliest uses of language which are social and interpersonal. The fully autonomous individual has developed inner speech as a tool of thought and normally feels no further need to articulate external private speech. However when tackling a new task, even skilled adults may accompany and regulate their efforts with a private monologue