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About Behaviourism and cognitivism in learning

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Faculty of Arts , Education and Social Sciences

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Behavorial and Cognitive Theories of Learing - Part 1

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About Natural Approach in teaching L2

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http://www.learning-theories.com/constructivism.html

http://en.wikipedia.org/wiki/Behaviorism

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Lev vygotsky

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Jean Piaget

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The constructivist believe that children must create their own knowledge. The teacher's job is to guide the students through experiences. Social interactions are an important part of the constructivist classroom. Jean Piaget and Lev Vygotsky are the two main theorist who developed the constructivist approach. Piaget was a swiss psychologist who began his educational theory by observing young children. Jean Piaget believed that children must construct their own knowledge through experiences. Teachers are there to guide students learning and provide the neccessary materials. Piaget believed students needed to be ready to learn. Lev Vygotsky was also a psychologist, he was also interested in child development and education.Vygotsky believed that chldren learn through social interactions. He believed it is important for teachers to allow students to work in groups to enhance each others learning.

Main Characteristics:
1. Students use their prior knowledge and personal experiences to create meaning and learn new knowledge.
2. Teacher acts more as a facilitator.
3. Self reflection and exploration is done by the student, as they construct their own meaning.

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A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviourist account of language learning, which sees language learning as an unconscious, automatic process.

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The term natural approach (or natural method) was first used in the nineteenth century to describe teaching methods, such as the direct method, that attempted to mirror the processes of learning a first language. Translation and grammar explanations were rejected, learners were exposed to sequences of actions, and the spoken form was taught before the written form. Learners were initially exposed to meaningful language, not forced to speak until they felt ready to, and not corrected or given explicit grammar instruction. The method was characterized by a lot of teacher talk, made intelligible through the use of visual aids and actions. The method was endorsed by Stephen Krashen, whose input hypothesis gave it theoretical validity. It also shared many principles in common with Total Physical Response (TPR). These included the importance of comprehensible input, and of promoting positive affect in the learning process.

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Is a worldview that operates on a principle of "stimulus-reponse." All behavior caused by external stimuli (operant conditioning).

All behavior can be explained without the need to consider internal mental states or consciousness.

Keywords: Classical conditioning (Pavlov), Operant conditioning (Skinner), Stimulus-reponse-reward (S-R-R)