人类语言学pppt课件.ppt

HumanLearning,1,Maincontentsofthischapter,FourdifferenttheoriesoflearninginthefieldofpsychologyEighttypesoflearningThreephenomenainsecondlanguageacquisitionandtheirmeaningsInductiveanddeductivereasoningandsecondlanguageacquisitionIntelligenceandsecondlanguagelearning,2,1.1Fourdifferenttheoriesoflearninginthefieldofpsychology,1)classicalbehaviorism;2)neo-behaviorism;3)meaningfullearningtheory;4)humanisticpsychology,Frombehavioristicside,Fromcognitiveside,3,Classicalbehaviorism,TheRussianpsychologistIvanPavlov.Thelearningprocessconsistsoftheformationofassociationsbetweenstimuliandreflexiveresponses.ClassicalorRespondentconditioning,4,5,6,7,ClassicalconditioningisStimulus(S)elicitsResponse(R)conditioning,WhereclassicalconditioningillustratesS-Rlearning,operantconditioningisoftenviewedasR-Slearning,Inthisclassicalexperiment,Pavlovtrainedadog,byrepeatedoccurrencestoassociatethesoundofthebellwithsalivationuntilthedogacquiredaconditionedresponse:salivationatthesoundofthebell.Apreviouslyneutralstimulushadacquiredthepowertoelicitaresponsethatwasoriginallyelicitedbyanotherstimulus.,8,Neo-behaviorism,B.F.SkinnerOperantconditioningOperantbehaviorisbehaviorinwhichone“operates”ontheenvironment,withinthismodeltheimportanceofstimuliisdeemphasized.,9,10,11,1.Whenaneventthatfollowsabehaviorresultsinthebehaviorhavingalowerprobabilityofhappeninginthefuturetheprocessthatisatworkisknownas:a.punishmentb.reinforcement,2.Anyeventorstimulusthatincreasesthefrequencyofthebehavioritfollowsiscalled:apunisherb.areinforcer,a,b,12,1.Respondentsaresetsofresponsesthatareelicitedbyidentifiablestimuli.2.Operantsaresetsofresponsesthatareemittedandgovernedbytheconsequencestheyproduce.,e.g.:crying,ababygetshurt,Hecries,acryingbabyhegetsfed,Inclassicalconditioning,theimportanceofstimuliisemphasized(imitation,practice,habitformation),whileinoperantconditioning,theconsequencesofourbehaviorisemphasized（rewardsandnopunishment).,R,O,13,Meaningfullearningtheory,DavidAusubelLearningisameaningfulprocessofrelatingneweventsoritemstoalreadyexistingcognitiveconceptsorpropositions.Rotelearningandmeaningfullearning.Systematicforgetting,14,Rotelearninginvolvesverbatimmemorization.Rememberingphonenumbers,anddates,andnamesareexamplesofrotelearning.Repeatingthistypeofmaterialhelpsalearnerrecallitexactlyasitwaspresented.Stuffthatdoesntrelatetoanythingelseislearnedbyrote.,Meaningfullearning,ontheotherhand,istiedandrelatedandintegratedtopreviouslearning.Needlesstosay,meaningfullearningisgenerallymorepowerfulandinteresting.,15,imagineyouwereaskedtotake30secondstomemorizethefollowingcodesymbolsforthenumbers1-9:,16,But.withonesimplechangetothewayinwhichthesymbolsarepresented-andwithoutchangingthesymbols:,17,Systematicforgetting,Forgettingissystematic.Forgettingisreallyasecondstageofsubsumption(归入整合过程)foraneconomicalreasonthroughcognitivepruning（认知删除）whereasingleinclusive/global(广泛全面的)conceptthanalargenumberofmorespecificitemsisretained（记忆）.,18,Meaningfullearningtheory,Anylearningsituationcanbemeaningfuliflearnershaveameaningfullearningsetandthelearningtaskitselfispotentiallymeaningfultothelearners.Ameaningfullylearned,subsumeditemhasgreaterpotentialforretention.,19,Humanisticpsychology,CarlRogersshumanisticpsychologyhasmoreofanaffectivefocusthanacognitiveone.Rogersstudiedthe“wholeperson”asaphysical,cognitive,butprimarilyemotionalbeing,thatis,learnersshouldberespectedashumanbeings.Whatisneededisrealfacilitatorsoflearning,onecanonlyfacilitatebyestablishinganinterpersonalrelationshipwiththelearners.,20,Learninghowtolearnismoreimportantthanwhatistaught.,Teachersasfacilitatorsmustprovidethenurturingcontextforlearningandnotseetheirmissionasoneofratherprogrammaticallyfeedingstudentsquantitiesofknowledgewhichtheysubsequentlydevourandteachersmustestablishaclimateofnondefensivelearningempowermentofstudents(studentsareallowedtonegotiatelearning),21,Eighttypesoflearning,1)signallearning2)stimulusresponselearning3)chaining4)verbalassociation5)multiplediscrimination6)conceptlearning7)principlelearning8)problemsolving,behavioristic,cognitive,22,1)Signallearninggenerallyoccursinthetotallanguageprocess.2)Stimulusresponselearningisquiteevidentintheacquisitionofthesoundsystemofaforeignlanguage.3)chainingisevidentintheacquisitionofphonologicalsequencesandsyntacticpatterns.4)verbalassociationisnotreallyaseparatetypeoflanguagelearning.5)multiplediscriminationsarenecessaryinSLLwhere,forexample,awordhastotakeonseveralmeanings.,23,6)Conceptlearningisintheacquisitionoflinguisticconceptssuchasrulesofsyntax.7)Principlelearningistheextensionofconceptlearningtotheformationofalinguisticsystem.8)Problemsolvingoccurswhenthelearnermeetsproblemstobesolved.,24,ThreephenomenainSLL,transfer1)Transferisageneraltermdescribingthecarryoverofpreviousknowledgetosubsequentlearning.2)transferpositiveandnegative3)positivetransfer:thepriorknowledgebenefitsthelearningtask4)negativetransfer:thepreviousknowledgedisruptsthelearningtask,25,Interference,Interference:previouslylearnedmaterialinterfereswithsubsequentmaterial.Examples:Goodgoodstudy,daydayup.（好好学习，天天向上）Youreallyhavetwodownsons.（你真有两下子）Openthedoorseemountain（开门见山）Fiveflowerseightdoors（五花八门）Peoplemountainpeoplesea（人山人海）,26,Overgeneralization,Overgeneralization:itistheuseofpreviouslyavailablestrategiesinnewsituations.InSLLovergeneralizationisaprocessthatoccursasthesecondlanguagelearneractswithinthetargetlanguage,generalizingaparticularruleoriteminthesecondlanguagebeyondlegitimatebounds.,27,Example：1)Headvisedmetogiveupsmoking.2)Hetoldmetogiveupsmoking.3)*Hesuggestedmetogiveupsmoking.,28,InductiveandDeductive,Inductivereasoning:onestoresanumberofspecificinstancesandinducesagenerallaworconclusionthatgovernsthespecificinstances.Deductivereasoning:isamovementfromgeneralizationtospecificinstances.,Inductive:fromspecifictogeneralDeductive:fromgeneraltospecific,29,DeductiveReasoning(top-down),Wemightbeginwiththinkingupatheoryaboutourtopicofinterest.Wethennarrowthatdownintomorespecifichypothesesthatwecantest.Wenarrowdownevenfurtherwhenwecollectobservationstoaddressthehypotheses.Thisultimatelyleadsustobeabletotestthehypotheseswithspecificdata-aconfirmation(ornot)ofouroriginaltheories.,30,InductiveReasoning(bottom-up),Ininductivereasoning,webeginwithspecificobservationsandmeasures,begintodetectpatternsandregularities,formulatesometentativehypothesesthatwecanexplore,andfinallyendupdevelopingsomegeneralconclusionsortheories.,31,5.IntelligenceandSLL,HowardGardnerstheoryofintelligenceLinguisticintelligence(语言智能)Logical-mathematicalint