1. Chapter 4 Human Learning Student: Eva He (N98C0008)
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson
Student: Eva He (N98C0008)

2. Introduction Focus on cognitive processes Learning theories:
Behaviorism
Subsumption Theory,
Humanistic Psychology
Universal learning principles
Aptitude and intelligence
Community Language Learning Method

3. Learning and Training Four steps of conducting a training program:
＊Specifying entry behavior
＊Explicitly formulating the goals of the task
＊Devising some training methods
＊Determining short-term and long-term evaluation measures

4. Learning Theory ＊ Various definitions of learning
＊ Four psychologists:
Pavlov (Classical Conditioning)
Skinner (Operant Conditioning)
Ausubel (Cognitive Teaching Theory )
Rogers (Humanistic Psychology)

5. Pavlov’s Classical Conditioning
Learning process: association between
stimuli and reflex
Experiments: A dog salivate to the sound
of a bell
＊reflex- unconditioned response
＊conditioned response
＊ Behaviorism (Watson, 1913)

6. Skinner’s Operant Conditioning
Respondent conditioning vs.
operant conditioning
Law of Effect (Thorndike)
Reinforcer vs. punishment 賞與罰
Programmed instruction 編序教學法
Audiolingual Method 聽說教學法

7. Ausubel’s Subsumption Theory
Rote learning vs. meaningful learning
Subsumption
Short-term memory vs. long-term memory

8. Systematic forgetting
Proactive and retroactive inhibition
Cognitive pruning procedures
Example: Children’s concept of hotness
Language attrition
Subtractive bilingualism
Subsumption theory :the rejection of conditioning models
Systematic forgetting: important implications for language learning and teaching

9. Rogers’s Humanistic Psychology
＊ Constructivist
＊ Putting more focus on affection than on
cognition
＊ 19 formal principles of human behavior from a phenomenological perspectives
＊ Internal forces: individual’s self-concept;
personal sense of reliability
＊ Nonthreatening environment
＊ Fully functioning persons

10. Rogers’s Humanistic Psychology
Focus on learning rather than teaching
Fully functioning person
Teachers: facilitators of learning
Flows of humanistic Psychology
Nondirective approach
Nonthreatening environment
The positive effects of competitiveness
Empowerment of students in classrooms
(Freire, 1970)

11. Types of Learning Eight types of learning (Gagné, 1965):
1.Signal learning: standard conditioning
2.Stimulus-response learning
3.Chaining
4.Verbal association
5.Multiple discrimination
6.Concept learning
7.Principle learning
8.Problem solving

12. Types of Learning
Question: Which types of learning do you think is the most important ability that one should be well-developed? Why?

13. Transfer, Interference, and Overgeneralization
Several manifestations of one principle of learning
The interaction of preciously learned materials with a present learning event

14. Transfer and Interference
Positive transfer
Negative transfer: interference
Native language interference on the target language
The facilitating effects of native language

15. Interference and Overgeneralization
＊Flied
＊goed
＊ John doesn’t can’t fly.
＊ He told me when should I get off the
train.
special constraints of rules

16. Transfer, overgeneralization, and interference
positive(+) negative (-)
Overgeneralization Interference
(L1→ L1) (L1→ L2)
(L2→ L2) (L2→ L1)

17. Inductive and Deductive Reasoning
Inductive reasoning
Deductive reasoning
Grammar Translation methods
The superiority of an inductive approach
inductive and deductive dichotomy
(Peter, 1981)
Gestalt learning: the whole before the parts

18. Aptitude and Intelligence
Question : Is there any ability or talent that we can call for foreign language aptitude?

19. Aptitude The Modern Language Acquisition Test
(MLAT: Carroll and Sapon, 1958)
Pimsleur Language Aptitude Battery
(PLAB: Pimsleur, 1966)
Critiques about aptitude test
Suggestions for using aptitude test

20. Intelligence
Traditional measurement of linguistic and logical-mathematical abilities
Multiple intelligence (Gardner, 1983)
1. linguistic
2. logical-mathematical
3. musical
4. Spatial
5. Bodily-kinesthetic
6. Naturalist
7. Interpersonal
8. Intrapersonal intelligence

21. Intelligence Three types of smartness (Sternberg, 1988)
1. componential ability for analytical thinking
2. Experiential ability
3. Contextual ability
Emotional intelligence (Goleman, 1995)
1.The emotional mind is far quicker than the rational mind
2.equals to interpersonal and intrapersonal intelligence

22. Relationship between Intelligence and Second Language Learning
Musical intelligence: intonation and
pronunciation
Bodily-kinesthetic intelligence: phonology
Interpersonal intelligence: communication
Experimental and contextual abilities (Sternberg)
Emotional intelligence (Goleman)

23. Pedagogical Implications of Intelligence
Applying multiple intelligence to teaching English
Language : the foundation of intelligence
itself
Multiple intelligence and meaningful learning experiences

24. Community Language Learning
Based on Carl Roger’s Learning Theory
the teacher’s role: the counselor
advantages of CLL
Overcoming the threatening of affective
factors
2. offering insights to teachers
Disadvantages of CLL:
1. the need of directed and deductive learning
2. rely on the translation success of the counselor

25. Conclusion
Each aspect is important, while no consistent amalgamation of theory works for every context of second language learning

26. Thank you for your listening.