35549368
Descripción
Mapa Mental por Mau Carrillo García, actualizado hace más de 1 año
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Creado por Mau Carrillo García
hace casi 3 años
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- FACTORS OF INTELLIGENCE
- Defined and measured with IQ test
- Gardner(1985)
Multiple Intelligences
- Variety of learning styles
- Logico mathematic, linguistic, spatial,
musical, bodily kinesthetic,
interpersonal, intrapersonal,
naaturalistic, spiritual.
- Variety of learning styles
- Refered as "G" factor
- Effects on language learning
- Some skills associated with SLA in
the formal study of an L2 (reading,
writing, language analysis and
vocabulary study).
- Intelligence as predictor of success
of language learning in formal
instruction contexts
- Some skills associated with SLA in
the formal study of an L2 (reading,
writing, language analysis and
vocabulary study).
- Defined and measured with IQ test
- LANGUAGE APTITUDE
- Important factor in SLA
- known as Natural Ability
- Connected with variables
- age, intelligence, motivation, use of strategies,
sex, personality, cognitive style.
- age, intelligence, motivation, use of strategies,
sex, personality, cognitive style.
- Test to measure
the abilitty
- Language Project (Wells, 1981,1985) Study
of children´s language development in L1
- Carroll and Sapon´s ( MLAT,
1959), components in
language aptitude
- Phonomic or phonetics, gramatical
sensitivity, inductive language
learning ability, rute learning ability.
- Phonomic or phonetics, gramatical
sensitivity, inductive language
learning ability, rute learning ability.
- Pimsleur (LAB, 1966)
consist in analytic ability
and auditory
- Language Project (Wells, 1981,1985) Study
of children´s language development in L1
- Important factor in SLA
- COGNITIVE STYLE
- Defined to the manner in wich the learner perceives,
monitors, conceptualises and recalls linguistic
information.
- Scholars refer to a particular
duality
- Field dependence
- Personal orientation,
holistic, dependent,
social sensitive
- Personal orientation,
holistic, dependent,
social sensitive
- Field independence
- Inpersonal orientation, analitic,
independent, not so socially
aware
- Inpersonal orientation, analitic,
independent, not so socially
aware
- Field dependence
- Brown (1973)
combination of
affect and
cognition
- Reflective impulsive
thinking, broad narrow,
interference.prone
- Reflective impulsive
thinking, broad narrow,
interference.prone
- Learning
Styles
- Cognitive, affective,
phychological
behaviours
- Cognitive, affective,
phychological
behaviours
- Perceptual learning
tendencies
- visual learning, auditory learning,
kinesthetic, tactile.
- visual learning, auditory learning,
kinesthetic, tactile.
- Defined to the manner in wich the learner perceives,
monitors, conceptualises and recalls linguistic
information.
- LEARNING STRATEGIES
- Defined by Oxford and
Crookall (1989) as:
- Steps taken by the learner to aid
acquisition, storage, retrieval of
information
- Direct Strategies
- Cognitive,
memory,
compensation.
- Cognitive,
memory,
compensation.
- Indirect Strategies
- Metacognitive,
affective, social,
communication.
- Metacognitive,
affective, social,
communication.
- Direct Strategies
- Steps taken by the learner to aid
acquisition, storage, retrieval of
information
- Rod Ellis (1997)
- Particular approaches or
techniques that learners
employ to try to learn a L2
- Behavioral and
mental.
- Behavioral and
mental.
- Particular approaches or
techniques that learners
employ to try to learn a L2
- Out of class learning strategies
- Students improve their english through:
cinema, reading newspapers, interaction
with foreing people, etc.
- Students improve their english through:
cinema, reading newspapers, interaction
with foreing people, etc.
- Features and Characteristics
- communicative competence, self
directed and autonomous, role of
teachers, actions and aspects or
the learner, support learning,
conscious, flexible , variety of
factors.
- communicative competence, self
directed and autonomous, role of
teachers, actions and aspects or
the learner, support learning,
conscious, flexible , variety of
factors.
- Defined by Oxford and
Crookall (1989) as:
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