Language theories

October - 2022

Tutor: Maritza Castillo Quiroga

Name: María Fernanda Marín

Language theories

DIDACTICS OF ENGLISH

“Epistemology and theories of learning”

Epistemology is the branch of philosophy that studies scientific knowledge, its nature, possibility, scope and foundations, according to what Hofer and Pintrich (1997) affirm. For that reason, there are different perspectives on the nature and obtaining of knowledge, that from teaching what is sought is the best way to get people to acquire knowledge, that is where the beliefs that each one has been involved.

What is epistemology?

objectivism theory

For this epistemology, there is an objective and reliable set of facts, principles, and theories. It is the analysis of reality without going through the subjective interpretation of the human being. It is characterized by the fact that the laws of physics are constant, but they can have evolution when discovering that the "truth" exists For teachers who apply objectivism, their teaching method may consist of facts, formulas, terminology, principles, theories, and the like. Its learning objective is for students to understand, reproduce and expand with precision the knowledge that has been given to them.

Behaviorism is an objectivist psychological theory of learning. It studies human behavior which can be observed and is based on external stimuli and responses to those stimuli. Behaviorists have succeeded in showing that it is possible to reinforce through rewards or punishments the association between any stimulus or event and a particular behavioral response. In this theory, learning is based on reward-punishment processes. Its main objective is to achieve a certain behavior to achieve this, the appropriate way to achieve it must be analyzed and in the learning process, the teacher must oversee the fulfillment of the objectives of the process.

Behaviorism theory

The construction of knowledge is responsible for several complex actions, such as storing, recognizing, understanding, organizing, and using the information received through the senses. In this theory, knowledge is functional, since when a subject is faced with something that they already know, they can more easily anticipate what may happen soon.

Cognitivism specializes in the study of cognition, that is, all the processes of the mind related to knowledge.

Cognitivism

It helps people to develop plans and set goals, which through this theory is developed in a more organized and satisfactory way. According to Bloom (Bloom et al., 1956), the most widely used theories of cognitivism in education are related to the development of different types of learning skills or ways of learning. cognitive (thinking) affective (feeling) psychomotor (do)

Constructivism

The student becomes an essential figure in learning, taking center stage regarding the educational aspect. The fact of giving students tools so that they can learn more easily, and actively during the process, is encouraged. The teacher remains in the background, although he serves as a guide to the student, he tries to give priority to the student during learning thanks to the tools that he is provided, and the implementation that he does with them. The theory of constructivism is based on the experience that is previously had to understand and understand the situations or problems that arise. It focuses on the fact that the individual understands the world around him based on his own point of view, and always considers the experiences he has had in the past that will help him to face the present and the future. For example, two people will have a different view of the same thing, based on the mental maps they have, and previous experiences.

Connectivism

It is one of the latest epistemological positions that has emerged, connectivism, it is really based on the new digital society, however, it still has many controversies.According to Siemens (2005), knowledge is constantly changing and evolving thanks to the networks that today are part of all learning processes. Learning and knowledge rest on the diversity of opinions. Learning is a process of connecting specialized nodes or sources of information. Learning can reside in non-human devices. Connections need to be nurtured and maintained to facilitate continuous learning.

Downes (2007) states that: (a) seeks to describe "successful" networks (identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society, which I have characterized as modeling and demonstration (by a teacher), and practice and reflection (by a student).

”Theories of teaching in language teaching”

As a learning principle, this approach involves the development of teaching principles from research on memory, transfer, motivation, and other factors thought to be important in learning. Audiolingualism is central to this concept and was derived from research on learning associated with behavioral psychology. It has 3 fundamental elements for learning: a stimulus, which serves to cause behavior; a response, elicited by a stimulus; and reinforcement, which serves to mark the response as appropriate (or inappropriate)

SCIENCE-RESEARCH CONCEPTIONS

Learner Training is an approach that is based on research on the cognitive styles and learning strategies used by students to carry out different learning tasks in the classroom.The essential skills in teaching ARE: - Understand the principles of learning. - Develop tasks and activities based on learning principles. - Monitor student performance on assignments to see if desired performance is being achieved.

“Its truth is not based on hindsight or what works. Rather, its truth is based on what should work or what is morally correct” (Zahorik, 1986, p. 22). Systematic and principled thinking, rather than empirical research, is used to support the method. There is Communicative Language teaching, which emerged as a reaction to grammar-based teaching approaches realized in teaching materials, curricula, and teaching methods in the 1960s. There is a method known as the Silent Way, which is based on a set of statements and beliefs about how learning takes place in adults. It is to develop a teaching model based on the values that are held about teachers, students, classrooms and the role of education in society.

THEORY-PHILOSOPHY CONCEPTIONS

Community language learning is sometimes cited as an example of a humanistic approach, as is the work of Stevick and Moskowitz. The “student-centered curriculum” is focused on students being responsible for making decisions and being self-directed. They aim to develop skills in the teaching process in a reflective, analytical and objective way as a way to improve classroom practices.

These see the essential skills in teaching as:
Understand the theory and the principles.
Select syllabi, materials, and tasks based on the theory.
Monitor your teaching to see that it conforms to the theory

Another way to conceptualize teaching is to see it as an art or a craft, and as something that depends on the individual skill and personality of the teacher. Zahorik (1986, p. 22) “The essence of this vision of good teaching is invention and personalization". Craft approaches to teaching seek to develop teaching as a unique set of personal skills that teachers apply in different ways depending on the demands of specific situations. There are no general teaching methods; rather, teachers must develop an approach to teaching that allows them to be themselves and do what they think is best.

ART-CRAFT CONCEPTIONS

The essential skills of teaching in this approach are: Treat each teaching situation as unique. Identify the particular characteristics of each situation. Try out different teaching strategies. Develop personal approaches to teaching

ART-CRAFT CONCEPTIONS

A different approach to a theory of teaching is to develop a model of teaching based on values held about teachers, students, classrooms, and the role of education in society.Some of the examples that can be presented based on values in language teaching are "team teaching", "humanistic approaches", the "student centered curriculum" movement and "reflective teaching".Team teaching is essential in this approach since the main idea is that collaborative work is beneficial in the teaching-learning process.Teachers can carry out activities such as • Audio or video recordings • Write journals and examine their own values and assumptions about teaching.• Peer or group discussions or video watching

VALUES-BASED CONCEPTIONS

In the case of values-based approaches, the essential skills in teaching are:
Understand the values behind the approach.
Select only those educational means which conform to these values.
Monitor the implementation process to ensure that the value system is being maintained.

“The Concept of Syllabus Design and Curriculum Development”

It is a fundamental tool that is developed in the creation of different educational projects, thus helping to organize, create, propose, and put into practice a well-planned and structured study plan.The main actions and objectives of the Syllabus are: • Motivate, persuade and help the student to understand the topics more easily. • Structure the study plan to develop the teaching-learning process • Establish the pedagogical-didactic conditions of the process.

what is syllabus?

According to the above, the characteristics of the syllabus and its main purposes are: • Establish the topics and parameters of the course, that is, nuances and levels of achievement. • Motivate students and help them set high and achievable goals • Serve as a planning tool for the teacher.• Guide and organize the students' work during the time they are going to study. • Help in academic planning which is described in the training program.

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Bates, A. W. (2019). Epistemology and theories of learning in Teaching in a digital age (2nd ed.) (pp. 50-62). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/ Breen, M. (2001). Syllabus Design. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 151-159). Cambridge: Cambridge University Press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.023 Murphy, R. S. (2018). The Concept of Syllabus Design and Curriculum Development: A Look at Five Major Syllabus Designs. In Issues in Syllabus Design (pp. 1-23). Brill Sense. https://www.researchgate.net/publication/322852723_The_Concept_of_Syllabus_Design_and_Curriculum_Development_A_Look_at_Five_Major_Syllabus_Designs Richards, J. (2002). Theories of Teaching in Language Teaching. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Approaches and Methods in Language Teaching, pp. 19-26). Cambridge: Cambridge University. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667190.004 Ur, P. (1999). The syllabus. In A Course in Language Teaching Trainee Book (Cambridge Teacher Training and Development, pp. 76-78). Cambridge: Cambridge University Press. https://www-cambridge-org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-core/content/view/E29ADC0F40A58D33B90BDD5B3B243CB6/9780511732928c12_p76-78_CBO.pdf/syllabus.pdf Pinto, A. (2020). OVI Unit 1 - Syllabus Design. [Video File]. https://repository.unad.edu.co/handle/10596/35985

References

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