28262261
Descripción
Mapa Mental por Shannon McCall, actualizado hace más de 1 año
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Creado por Shannon McCall
hace casi 4 años
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Key Influences on L2 Learning
- Degree of Intellect
- Some L2 learners are
just brighter than
others. If they are
motivated to learn, they
will achieve higher levels
of learning.
- Some L2 learners are
just brighter than
others. If they are
motivated to learn, they
will achieve higher levels
of learning.
- Age
- generally, the older a person
becomes, the more difficult it is to
acquire a second language. Even
although that older person has a
broader view of the world and
more extensive experiences, he
also has many more things
requiring his focus and
concentration.
- generally, the older a person
becomes, the more difficult it is to
acquire a second language. Even
although that older person has a
broader view of the world and
more extensive experiences, he
also has many more things
requiring his focus and
concentration.
- Learning Styles
- If the teaching is not
carried out in line with
the student's
preferred learning
style, e.g., lots of
visuals or lots of audio
or lots of discussions
and activities, etc.,
learning may very well
be curtailed.
- If the teaching is not
carried out in line with
the student's
preferred learning
style, e.g., lots of
visuals or lots of audio
or lots of discussions
and activities, etc.,
learning may very well
be curtailed.
- Motivation
- Whether this is intrinsic
(learning for its own sake) or
extrinsic (for some goal or
reward, e.g., securing a new
job), every student has varying
degrees of motivation. It's also
challenging to keep students
motivated all of the time, the
motivated person yesterday
may not be the motivated
person today. Help and show
empathy wherever you can. The
same applies to you. You may
feel a little bit down due to
some personal issue.
Alternatively, you may have had
just one too many social events
the nights before. You'll need to
make a supreme effort not to
let these events affect your
teaching.
- Whether this is intrinsic
(learning for its own sake) or
extrinsic (for some goal or
reward, e.g., securing a new
job), every student has varying
degrees of motivation. It's also
challenging to keep students
motivated all of the time, the
motivated person yesterday
may not be the motivated
person today. Help and show
empathy wherever you can. The
same applies to you. You may
feel a little bit down due to
some personal issue.
Alternatively, you may have had
just one too many social events
the nights before. You'll need to
make a supreme effort not to
let these events affect your
teaching.
- Language proficiency in L1
- There's no doubt that a
learner who is
proficient in her L1
language (grammar,
structure, mood, etc.)
and understands all of
this, has a great head
start when learning an
L2.
- There's no doubt that a
learner who is
proficient in her L1
language (grammar,
structure, mood, etc.)
and understands all of
this, has a great head
start when learning an
L2.
- Awareness of L2
- Student will
have a great
head start on
others if she
already has an
awareness of
the L2, perhaps
through living
in a bi-lingual
environment.
- Student will
have a great
head start on
others if she
already has an
awareness of
the L2, perhaps
through living
in a bi-lingual
environment.
- Autonomy
- Some educators say that students should
play a more active role in designing or
selecting learning experiences in schools.
This approach can encourage students to
be more interested in school, more
motivated to learn, and more likely to
take responsibility for their education.
That is, students should be given some
degree of autonomy. There is no doubt
that most learners thrive on autonomy.
Studies have shown that as learner
autonomy increases, so does learner
motivation. And, thus, so do learning
results. For example, you could build
student autonomy by allowing students
to pick from a list of topics to debate
instead of being told what to do. Of
course, there are those students who shy
away from autonomy. These students
want the teacher to lead them. However,
generally, the more autonomy there is,
the better the learning results will be.
- Some educators say that students should
play a more active role in designing or
selecting learning experiences in schools.
This approach can encourage students to
be more interested in school, more
motivated to learn, and more likely to
take responsibility for their education.
That is, students should be given some
degree of autonomy. There is no doubt
that most learners thrive on autonomy.
Studies have shown that as learner
autonomy increases, so does learner
motivation. And, thus, so do learning
results. For example, you could build
student autonomy by allowing students
to pick from a list of topics to debate
instead of being told what to do. Of
course, there are those students who shy
away from autonomy. These students
want the teacher to lead them. However,
generally, the more autonomy there is,
the better the learning results will be.
- Prior Learning
- Learners may bring to class their
expectations regarding teacher
relationships, teacher behavior, and
teaching approaches to learning that
prevailed in their home countries,
especially if they had extensive
schooling there. Therefore, some
learners from more traditional
educational systems may expect you to
behave in a more formal and
authoritarian fashion during classes.
They may be displeased, puzzled, or
offended if you use an informal
instructional style, such as using their
first names in class or allowing the
students to move freely around the
room. They may believe that this will
affect their learning. When teaching
students, you must try to find out how
they have learned previously and how
they would prefer to learn in your
classroom. Simply put, you need to ask
them.
- Learners may bring to class their
expectations regarding teacher
relationships, teacher behavior, and
teaching approaches to learning that
prevailed in their home countries,
especially if they had extensive
schooling there. Therefore, some
learners from more traditional
educational systems may expect you to
behave in a more formal and
authoritarian fashion during classes.
They may be displeased, puzzled, or
offended if you use an informal
instructional style, such as using their
first names in class or allowing the
students to move freely around the
room. They may believe that this will
affect their learning. When teaching
students, you must try to find out how
they have learned previously and how
they would prefer to learn in your
classroom. Simply put, you need to ask
them.
- Pattern of classroom activity
- Some learners may
also want you to
maintain a clearly
ordered pattern of
classroom activity and,
perhaps, engage in
extensive correction of
grammatical form or
pronunciation during
all activities rather
than at irregular points
in a lesson or not at all.
Failure to conform to
these ideals may give
some learners the
impression of lazy or
inadequate class
preparation on your
part.
- Some learners may
also want you to
maintain a clearly
ordered pattern of
classroom activity and,
perhaps, engage in
extensive correction of
grammatical form or
pronunciation during
all activities rather
than at irregular points
in a lesson or not at all.
Failure to conform to
these ideals may give
some learners the
impression of lazy or
inadequate class
preparation on your
part.
- Your behavior
- You, similarly, bring to the
classroom your expectations
regarding teacher behavior.
This includes your views on
appropriate behavior within
society in general, as well as
in the classroom. For
example, if you come from a
culture of self-reliance, are at
ease in expressing and
defending personal opinions,
and are interested in
personal advancement, you
will likely provide instruction
that addresses these goals.
You may unconsciously
attribute these same goals to
your students. The potential
for conflicting expectations
and evaluations of behavior
between you and your
learners is evident.
- You, similarly, bring to the
classroom your expectations
regarding teacher behavior.
This includes your views on
appropriate behavior within
society in general, as well as
in the classroom. For
example, if you come from a
culture of self-reliance, are at
ease in expressing and
defending personal opinions,
and are interested in
personal advancement, you
will likely provide instruction
that addresses these goals.
You may unconsciously
attribute these same goals to
your students. The potential
for conflicting expectations
and evaluations of behavior
between you and your
learners is evident.
- Gender
- Find out whether
learners have ever
experienced mixed
educational
groupings, whether
they expect male and
female teachers to
behave differently,
and how different
classroom activities,
e.g., role-plays or
dialogue practice,
might affect learners
adversely because of
their native cultural
constraints.
- Find out whether
learners have ever
experienced mixed
educational
groupings, whether
they expect male and
female teachers to
behave differently,
and how different
classroom activities,
e.g., role-plays or
dialogue practice,
might affect learners
adversely because of
their native cultural
constraints.
- Female Participation
- In encouraging
women students to
speak up and take an
active role in class,
you may sometimes
encounter reluctance
from both men and
women from cultures
in which women have
historically been
constrained by social
roles that do not
promote active
participation in
mixed-sex settings.
You must reflect on
this point
continuously.
- In encouraging
women students to
speak up and take an
active role in class,
you may sometimes
encounter reluctance
from both men and
women from cultures
in which women have
historically been
constrained by social
roles that do not
promote active
participation in
mixed-sex settings.
You must reflect on
this point
continuously.
- Culture:
Appropriate topics
- Cultural expectations regarding the
nature of education and what is
appropriate to talk about may also
affect the kinds of topics students
are willing to pursue in class and
their motivation to learn. Cultural as
well as personal sensitivity is vital in
knowing if, when, and how to
introduce topics or lessons that may
be inappropriate (for some) or
complicated.
- Cultural expectations regarding the
nature of education and what is
appropriate to talk about may also
affect the kinds of topics students
are willing to pursue in class and
their motivation to learn. Cultural as
well as personal sensitivity is vital in
knowing if, when, and how to
introduce topics or lessons that may
be inappropriate (for some) or
complicated.
- Classroom Participation
- The communicative classroom
creates a lively, vibrant
environment. This is generally a
motivating learning environment
for those who enjoy working with
others. But not always. What about
the student who prefers to work
alone? Verbally expressing ideas
and asking questions during class
can prove difficult for students who
are unaccustomed to this form of
active and lively pair and group
participation. What about the
situation where a student loves to
be with the same partner all of the
time, in a pair? She may not like
being moved into a group. There are
communicative approach
proponents who see pair work and
group work as the answer to
everything. This is not the case. We
need to observe well and consider
our students’ preferences
- The communicative classroom
creates a lively, vibrant
environment. This is generally a
motivating learning environment
for those who enjoy working with
others. But not always. What about
the student who prefers to work
alone? Verbally expressing ideas
and asking questions during class
can prove difficult for students who
are unaccustomed to this form of
active and lively pair and group
participation. What about the
situation where a student loves to
be with the same partner all of the
time, in a pair? She may not like
being moved into a group. There are
communicative approach
proponents who see pair work and
group work as the answer to
everything. This is not the case. We
need to observe well and consider
our students’ preferences
- Communication styles
- There are patterns of
expression and rules of
interaction that reflect the
norms and values of a culture.
If you lack understanding of
these communication styles,
this could lead to confusion,
anxiety, and conflict – and a
reduction in learning. Let’s
consider just two of these
styles.
- Direct Style vs.
Indirect Style
- Here are the key indicators of an indirect style
of communication presented by the teacher
and, perhaps, some students in the classroom:
Indirect Style Meaning is conveyed by subtle
means, stories, implication – not getting to the
point Indirectness means politeness and respect
for the other person. Frequent use of
implication – not directness
- Direct Style Here are the key indicators
of a direct style of communication
presented by the teacher and, perhaps,
some students in the classroom:
Straightforward talking No beating
about the bush – straight and to the
point Directness means there is respect
for the other person. Avoiding ambiguity
- Here are the key indicators of an indirect style
of communication presented by the teacher
and, perhaps, some students in the classroom:
Indirect Style Meaning is conveyed by subtle
means, stories, implication – not getting to the
point Indirectness means politeness and respect
for the other person. Frequent use of
implication – not directness
- Idea-focused style vs.
person-focused styles
- Person-focused Ideas and person are not
separate Feelings are important
Disagreement is handled very carefully
Disagreement is an attack on the person
- Idea-focused Ideas and person are separate Open
disagreement is acceptable Disagreement with a
person's views is not seen as a personal attack
- Person-focused Ideas and person are not
separate Feelings are important
Disagreement is handled very carefully
Disagreement is an attack on the person
- Direct Style vs.
Indirect Style
- There are patterns of
expression and rules of
interaction that reflect the
norms and values of a culture.
If you lack understanding of
these communication styles,
this could lead to confusion,
anxiety, and conflict – and a
reduction in learning. Let’s
consider just two of these
styles.
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