Name: Adriana Paola Venegas Coronado 

Course: Qualitative and Quantitative Research
Tutor: Helga Valesca León

Date: September 20^th, 2018

The theory that I will use is Interactive. It was developed by Lev Vygotsky and Jerome Bruner and it was used to study social interaction. This theory indicates that social interaction is an explanation of language development and how children and adults learn languages through socialization using of language. Language is used to mediate between environmental stimuli and individual response. Socialization has been changing through generations, oral conversation is becoming a thing of the past and I consider this is not good for new generations and their future, at the same time despite the rise of digital communication and how these future adults need to develop social skills,  taking in account technology is not all bad and its use has positive effects,  if it is controlled  because it is well documented,  however children and teenagers could turn to screens to interact and avoid face to face, so oral practice to interact which can detriment oral interaction and social skills.

As applied to my topic, this theory holds that I would expect my independent variables:  age and quantity of spoken languages to influence or explain the dependent variables: the use of a smartphone for 20 minutes in an English class and use of technology  to communicate with others in a second language for 10 minutes (chat, video chat, WhatsApp, snapchat)  because I consider social interaction plays a fundamental role in the process of cognitive development and technology has been changing the social behavior and how children and teenagers interact nowadays.

Social interaction plays a fundamental role in the process of cognitive development, according to Vygotsky if children have more interaction they can help to reinforce linguistic and cognitive development, Bruner said that cognitive grow involves and interaction between basic human capabilities and culturally invented technologies that serve as amplifiers of this capabilities also Bruner argues that teenagers and infants have conversations despite the child being able to speak.

Finally, the interaction between two such as games and nonverbal communication build the structure of language long before the child is able to communicate verbally. According to this there is a relation between the variables I choose for this activity.

by. Adriana Paola Venegas Coronado

                    REFERENCES

Creswell, J. (2014). Quantitative Theory Use. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 84-97). California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/1MD-uKDcn1eKRppZSTwQnRJtiPx3wXowu/view?usp=sharing

Vygotsky. L. S (1980). Mind in society: the development of higher psychological processes. Harvard University press.

Vygostky,L. (1978). Interaction between learning and development. Readings on the developments of children, 23 (3), 34-41

Rudd L.C., Lambert M.C. (2011) Interaction Theory of Language Development. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA

McLeod, S. A. (2008). Bruner. Retrieved from https://www.simplypsychology.org/bruner.html

Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle, and W. J.M. Levelt (eds.) The Child's Concept of Language. New York: Springer-Verlag.

Course: Qualitative and Quantitative Research
Tutor: Helga Valesca León

Date: October 1^st, 2018

The theory that I will use is the Theory of Multiple Intelligences. It was developed by Howard Gardner, a professor of cognition and education at Harvard University, in his most celebrated book, Frames of Mind, in 1983. This theory was used to study how people mastered symbol use in different areas in order to explain the human intellectual abilities (Gardner, 1983). In this regard, Gardner claimed that intelligence cannot be characterized by a single quantifiable test score but consist of several discrete abilities (Campbell, 2000) . This theory indicates that mind recognizes many different and discrete facets of cognition and acknowledges that people have different cognitive strengths and contrasting cognitive styles. For this reason, teachers from different subjects have become so interested to apply this theory as a means through which they can improve teaching and learning in different ways (Mohammad, 2008) taking into consideration the variety of students they have in their classrooms. As applied to my topic, this theory holds that I would expect my independent variables: how teachers present content in class, the way students act towards the content presented, the environment in which the individual lives, the culture which he acquires, and the surrounding people with whom he/she interacts to influence or explain the dependent variable of cognitive competence which relates the way people learn because they shape the way a person learns by means of developing a set of abilities or mental skills which can be framed in the light of  verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words), logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns), spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly), bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully), musical intelligences (ability to produce and appreciate rhythm, pitch and timber), interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others), intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes), naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature) and existential intelligence (sensitivity and capacity to tackle deep questions about human existence) (Illinois University, s.f).  

 

 

Campbell, L. M. (2000): “The unspoken dialogue: Beliefs about intelligence, students, and instruction held by a sample of teachers familiar with the theory of multiple intelligences.” Ph.D, The Fielding Institute. UMI Dissertations. Retrieved March, 15, 2001, from http://wwwlib.umi.com/dissertations/preview_all/998044

 

Gardner, H, (1983). Frames of Mind. Retrieved from: https://books.google.com.co/books?hl=es&lr=&id=4Y5VDgAAQBAJ&oi=fnd&pg=PT4&dq=multiple+intelligences+theory&ots=RrnmynY2Cu&sig=v-9F58XgYJ28SdPkCufsbpmYxDQ#v=onepage&q=multiple%20intelligences%20theory&f=false

 

Illinois University, s.f. Howard Gardner’s Theory of Multiple Intelligences. Retrieved from: https://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intelligences.pdf

 

Mohammad, M. (2008): Multiple ways to be smart: Gardener’s Theory of Multiple Intelligences and its educational implications in English teaching and oral communication. Retrieved from: https://files.eric.ed.gov/fulltext/ED502634.pdf 

Tutor: Helga Valesca León 

Date: September 27^th, 2018

The theory that I will use is meaningful learning, it was developed by David Ausubel, and it was used to study the previous knowledge of the student in the teaching process. This theory indicates that true knowledge only occurs when the new contents have a light of the knowledge that already exists, the teaching or training process means that the new learnings connect with those that already exist, as applied to my topic, this theory holds that I would expect my independent variable (s), it should be taken into account that throughout the process of formation in an institution new and more advanced knowledge in the foreign language is acquired, therefore there should not be much emphasis in already established and previously seen, but on the contrary, these should be reinforced by evaluative exercises and serve as fundamental bases of new knowledge, this is because there is the possibility of extending the applicability of the English language in different daily activities with themes really relevant and productive for the student, a clear example of this can be the grammar to by deepening in verb tenses, I feel this a way to influence or explain the dependent variable (s):

As an example we adopt the execution of verb tenses and interaction through speaking listening exercises because it is more productive in different areas of daily life for the learners of this language, perfecting its grammar and applying it in a practical way, but for this it is necessary to take into account that vocabulary will not be left aside, but that vocabulary (vocabulary) about various topics and contexts will be adapted and executed as progress is made in learning and this will represent a complement to the topic that is considered most relevant and / or essential for the student. Another clear and very common example that is presented in the classroom in the teaching of different courses and levels of foreign language school, is the conjugation of verbs in simple present and the structure of the sentence, since if the student differs the auxiliaries and conditions grammar for the different forms of the text, he / she will be able to identify the differences of another verb tense without it having to be explained in depth again, but it will be taken as a reference to establish new texts and conjugate them correctly without difficulty .

 One of the major advantages of this theory is that this new knowledge fits perfectly with the old knowledge, but the latter, at the same time, is reconfigured by the first assimilating effectively the new reinforcement, on the other hand, this theory allows the student stability in their learning and the maximum use of the linguistic abilities that each student possesses.

Course: Qualitative and Quantitative Research

Tutor   : Helga Valesca León 

Date    : October 9^th, 2018

The theory that I will use is the theory of the origin of the universe, according to Hawking. It was developed by Stephen Hawking and was used to study the origin of the Universe. This theory of the origin of the universe indicates that the universe was created and started only with the explosion of the Big Bang and that before there was nothing. This theory of Stephen Hawking began in the year of 1980, the Hawking-Hertog theory proposes that all existing universes share the same laws of physics, which implies that what is found about this Universe can be applied to others. Today is a very controversial theory throughout the scientific world, because it does not explain exactly what happened. Hawking's research with his American colleague James Hartle raised the problem that, if there are infinite universes with infinite variations in their physical laws, there is no way to predict which Universe we are in, it is an idea that considers the hypothesis that there is no beginning nor end and that galaxies continue to form from the spontaneous creation of matter. Hawking said that this theory, like many others, does not hold up, as shown by recent observations carried out with telescopes and other scientific instruments. "The origin of the universe" is an open door to fiction, it is a journey to the stars, to our galaxy, so that we know firsthand what our planet is, how it has been formed, and how it continues to live thanks (or perhaps not so much) at our hand. Stephen Hawking has managed to let us know how to enjoy the world of quantum physics without having a dictionary next to us to find out what is happening, and to ask ourselves, what would we do if we knew how our world was created?

Course: Qualitative and Quantitative Research

Tutor: Julio Tulande

Date:October 8 , 2018

The theory I will use is to learn by discovery. It was developed by the psychologist and pedagogue Jerome Seymour Bruner, who developed this constructivist theory known as learning by discovery, and the theory of ets is a learning methodology in which the person is an active subject of research, that is, the individual in instead of receiving instructions and contents. , he has to discover for himself the associations and relationships between concepts, and adapt them to his cognitive scheme. It is a normal activity of reordering and transforming the given so that the subject has the possibility to go beyond what is simply given (Brumer 1961). In his most recent work, Bruner (1986, 1990, 1996) has broadened his theoretical framework to encompass the social and cultural aspects of learning as well as the practice of law. Bruner bases his development theory and its relations on Piaget's works but Bruner is convinced that any subject can be taught to any child of any age in an honest and effective way. The discovery method allows the individual to develop skills in solving problems and exercising critical thinking.
The main characteristic of this theory is that it promotes that the student acquires the knowledge by itself. J. Bruner proposes that with sufficient understanding of the structure of a field of knowledge, can be taught appropriately at early ages, this development has three general stages that are: Enactive: It is determined by means of an action, Ionic: A travez of images and Symbolic: Through symbolic schemes. It raises three forms of inductive discovery, which involves collection and collection of data to arrive at a new concept; the deductive that implies the combination in relation of general ideas in order to arrive at specific statements. and the transductive is like a more imaginative or artistic knowledge with which metaphors or analogies are produced.

 

 

Williams, M. y Burden, R. L. (1997). Psicología para profesores de idiomas. Enfoque del constructivismo social. Madrid: Cambridge University Press, 1999.

Sabrorio Andrea (20 agosto 2018) Teorías del aprendizaje según Bruner recuperado de : https://www.psicologia-online.com/teorias-del-aprendizaje-segun-bruner-2605.html

Bernilla Eduer (8th August 2010) Teoría del Aprendizaje por Descubrimiento de Bruner Recuperado de: http://berpenachi.blogspot.com/2010/08/teoria-del-aprendizaje-por.html