Cognitive
Information-Processing
Theory
(O'Malley
&
Chamot
1990)
Page 174 gives and
overview of his
theory.
Stage 1 Declarative Knowledge Stage: L2 learner begins
learning a new concept or skill.
The learner uses mental strategies to aid
him or herself.
Stage 2 Associative
Stage: the L2 learner
begins to PRACTICE. The
L2 uses strategies to
practice the new info.
Stage 3 Procedural Knowledge Stage:
the new information the L2 learner
learned becomes effortless. The
student acquired procedural
knowledge.
In the classroom: When students first learn the
rules. The teacher tells the students the rules, then
the students are listening and taking in the new
information. 2. The students begin to practice the
new rules and when they break a rule the teacher
guides them, or reminds them. A few days or weeks
later, the rules become automated.
The Self Regulation
Theory: Theorist Winnie
2011:
Basically this is
when the learner
guides himself/
herself through the
learning process.
4 phases: 1. L2 learners tap into their background
knowledge when learning a new skill, and break the
task down into parts. 2. L2 learners set up a plan and
makes goals to determine an "acceptable
performance". 3. WHILE completing their tasks they
monitor their performance. 4. AFTER completing a
task, the L2 learner reflects on their performance.
3 reasons: 1. When an L2 learner needs to learn
a new task but lacks knowledge, the learner can
self regulate by "filling in the gaps. 2. The L2
needs to "temporarily offload content into the
environment. For example, drawing a concept
map, or summarizing. 3. an "L2 learner monitors
his or her learning and this takes effort.
In the classroom: When students first
learn the rules. The teacher tells the
students the rules, then the students are
listening and taking in the new
information. 2. The students begin to
practice the new rules and when they
break a rule the teacher guides them, or
reminds them. A few days or weeks later,
the rules become automated.